Promoting learner autonomy requires teachers time ,effort ,skil and patience.

Developing
learner autonomy in a classroom requires a gradual move from teacher-centered or teacherdirected teaching to leamer-centered or leamer-directed learning(Dam, 1995).
Learner-centeredness provides a good basis for the development of learner autonomy. However,
as an individual learner may be autonomous in one situation but not in another, teachers need to
be aware of such differences to make informed choices about autonomous language programs.
The teacher plays an important role in the autonomous classroom. In the above case study my
continuous methodological preparation and guidance proved indispensable.

There are many factors that contribute to students' interest and level of engagement in learning,
and teachers have little control over many of those factors (Lumsden, 1994). However, research
has shown that teachers can influence students motivation (Pajares, 1992).
Thus, to promote an interest in learning, a valuing of education, and an affirmation of personal
capabilities, teachers need to find ways to support students engagement. Types of autonomy
support need to be identified so that teachers know what to say and do to support students
engagement where this can influence students' attitudes about their capabilities and their
interpretation of success and failure that affect their willingness to engage themselves in learning
(Anderman & Midgley, 1998). Teachers motivate students using interpersonal styles that range
from highly controlling to highly autonomy supportive (Reeve,1998). Self-determination theory
identifies that motivating style is partly a matter of personality (Deci,1995; Deci & Ryan, 1991).
Deci (1995) reasons that autonomy support is a personal orientation that influences interaction.
In the interaction there are skills acquired by teacher to support the autonomy of others such as
taking other persons perspectives, acknowledging feelings and making information available for
decision making.
A situation in which the learner is totally responsible for all the decisions concerned with
his/her learning and the implementation of those decisions (Dickinson, 1993, p. 43).
a multidimensional capacity that will take different forms for different individuals, and even for
the same individual in different contexts or at different times(Benson, 2001, p.47).
The goal of learner autonomy, as worthwhile as it is to many teachers and learners, is not one
that is easily reached. ESL students bring with them their rich cultural backgrounds and
expectations of learning, which may not include becoming an autonomous learner. If this is the
case, a teacher need not give up on the notion of fostering learner autonomy, but rather work at
designing tasks that will provide the life-long learning skills students need to become
autonomous. Little (2008) believes that "our capacity for autonomous behavior in any sphere
develops not in isolation, but in interaction with others. Thus growth of learner autonomy is
stimulated above all by interaction" (p. 256). Interaction in the classroom can be achieved
through group work, pair work, and large class discussion. Outside the classroom, modern

technologies have opened up many interactive options for the autonomous learner to continue
his/her quest for knowledge. Carefully chosen Web 2.0 activities that utilize technology
effectively is one alternative open to teachers who wish to promote learner autonomy in the ESL
classroom.
Using Software in the Adult ESL Classroom
In the last decade, the number of K-12 classrooms using computers and software
has risen steadily. In these classrooms, computer use is so pervasive that,
according to researcher Eric Plotnick (1996), "virtually every student in a formal
education setting has access to a computer" (p.1).
The above statement cannot yet be made about adult education programs,
especially programs for adults learning English as a second language (ESL) which
are often underfunded and operate with limited resources (Florez, 1997). However,
increasingly, adult ESL learners do have access to computers, whether it is in a
language lab once or twice a week or in the classroom. For teachers of those
learners the question now is not whether to use computers and software but how.
This Q & A is an overview of types of ESL software with guidelines for the
appropriate use of software in the adult ESL classroom.

What types of software are available?

There is a variety of ESL software now used in adult ESL instruction. Some of these
types are drill and practice programs such as the Oxford Picture Dictionary CD-ROM
(1997); tutorials such as Typing Tutor 7.0 (1996); simulations and games such as
Triple Play Plus (1995); problem-solving programs such as A Day in the Life (Penn
State University, 1995); courseware (software that is developed as an entire course
and has accompanying print materials and assessment tools) such as ELLIS
(English Language Learning and Instruction System) (1997); and productivity tools
such as word processing programs, databases, spreadsheets, graphics, and desktop
publishing programs. There are also communications tools such as the Internet--a
term used to describe the hundreds of thousands of computers that are connected
by a network of wires and satellites all over the world--and video conferencing-using a video camera to connect, chat, and collaborate over the Internet.

How do I select software for the classroom?

In selecting software for use in the adult ESL classroom, teachers need to consider
how software can help them meet their objectives. Some questions to look at in
evaluating the software include:
1. What is the language difficulty level? Language difficulty can be assessed by
familiarity of content to be learned, concreteness of the concepts being presented,
and grammatical complexity of the language used.
2. Does the language and content reinforce my curriculum?
3. How easy is the software for the students to use? Is it easy to move from page
to page or are the buttons hidden on the screen? Is it easy to recognize what
particular task the student needs to do or must the student guess?
Teachers also need to look at what equipment they have and the amount of time

they have to learn how to use the software. Most publishers and software
companies have demonstration versions of software that they will send out for
preview. Teachers can also attend conferences where publishers are exhibiting their
software. Conferences usually have computer rooms with software available for
preview.
If a computer system is on a network, it is important to talk to a network
administrator before purchasing and installing any software. If software is installed
incorrectly for that particular system, it could cause the entire system to crash or
fail.
Finally, price and the ability to integrate the software into the curriculum must be
considered. Publisher software, drill programs, problem solving programs, and
productivity tools such as word processing programs are relatively inexpensive to
buy and relatively easy to integrate into the curriculum. As was discussed above,
courseware is usually expensive and allows little room for variety in the curriculum.
As Mark Warschauer (1996) has pointed out, "As with the audio language lab
'revolution' of 40 years ago, those who expect to get magnificent results simply
from the purchase of expensive and elaborate software systems will likely be
disappointed. But those who put computer software to use in the service of good
pedagogy will undoubtedly find ways to enrich their educational program and the
learning opportunities of their students" (p. 11).

HOW CAN WE DEVELOP AUTONOMY IN ESL CLASSROOM

Learner training- Learner training and strategy training have

been described as methods of developing the skills learners
need for autonomy
Learner training involves helping learners find out how they learn most effectively. It means
encouraging learners to take responsibility for learning and helping them to develop learning
strategies and study skills. Most importantly, it asks learners to reflect on how they are learning. The
aim of learner training is to produce effective, independent language learners.
Example
Learners think about what time of day they are most productive and then produce a diagram showing
their peaks and troughs. Together they discuss how to plan study with this in mind.
In the classroom
Areas often discussed include ways of recording new vocabulary, different learning styles and
preferences, finding opportunities to use English outside the class, reflecting on strengths and
weaknesses, and study skills.