Collaborative Learner Autonomy A Mode of Learner Autonomy Developmen
The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the context of English Language Teaching (ELT) at tertiary le
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Collaborative Learner Autonomy A Mode of Learner Autonomy Development
Collaborative Learner Autonomy
Soufiane Blidi
Collaborative Learner Autonomy A Mode of Learner Autonomy Development
123
Soufiane Blidi Faculty of Language Studies Sohar University Sohar Oman
ISBN 978-981-10-2046-9 DOI 10.1007/978-981-10-2048-3
ISBN 978-981-10-2048-3
(eBook)
Library of Congress Control Number: 2016946006 © Springer Science+Business Media Singapore 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer Science+Business Media Singapore Pte Ltd.
Preface
Over the past few decades, autonomous learning has emerged as one response to the emerging challenges and changes in the educational field. The use of reading circles (RCs) as a mode of autonomous learning in the Omani context of higher education institutions (HEIs) indicates learners’ positive perceptions and attitudes of learner autonomy and their readiness to adopt autonomous learning practices. Building on findings from these RCs, the present book proposes Collaborative Learner Autonomy (CLA) as a novice interpretation (theory) of learner autonomy and advocates it for use in the Omani context and potentially for similar educational contexts within the Middle East and North Africa (MENA) region. The CLA results from the exploration of learner autonomy in the Omani context from a number of perspectives. It argues against the claim that autonomy is typically a product of Western educational environments only as, for example, suggested in Sonaiya’s (2002) study on African educational contexts. It then proposes a group-oriented and gradual approach to enhance the development of learner autonomy and to incorporate autonomous learning practices in formal and informal teaching platforms, creating learning opportunities conducive to autonomy in collaboration. The CLA builds on a firm belief in teachers’ responsibility for the devel
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