Self-directed learning or autonomous learning are skills that everyone needs to develop. It is very important for ESL learners to be taught these skills. Learners must take on responsibility and effort in their own learning. It becomes quite clear in a classroom which students are really wanting to learn and become more autonomous in their learning. But as Yagcioglu (2015) suggests, this isn't always from the beginning of the year or course. Students must find a purpose to their learning, and helping them define what that purpose is, may start with whoever is doing an initial assessment, but is also ongoing with the classroom teacher.
I think of the students in the class I volunteer in. Many of them are from war torn areas where their focus has been just on survival for many years. Now they are faced with all the challenges that their new life brings, including one of the most challenging things to do: learn a new language. They or their family often have health issues, money issues, job issues, etc, and often language learning falls way down on the needs list. As teachers, our role is to help them identify why language learning is so important, why putting in an effort and doing homework makes such a difference, and why they must they must take the lead in autonomous learning. This is challenging for many. They often see the role of the teacher is to teach them. This is what learning is in many countries. They do not see themselves teaching themselves. As facilitators (not teachers), our role it to help them reveal and realize how they can become autonomous learners. First, they must understand any barriers they have to learning. Yagcioglu’s (2015) suggestion of "when students realize the pleasures and gratifications of their own lives, they can start to study their courses heartily and happily" is a valid point, but for many learners this is very challenging! They may have great sadness and difficulties in their lives, and many barriers. You can create a happy learning environment, but students may still struggle to be happy. I would rather choose to say 'we need to create' a positive learning environment, and the quotes that the author has chosen reflect this.
The context of teaching will also greatly affect how much autonomy in learning your students already have. Students who are literacy learners may struggle much more with this concept than a EAP class full of students who are improving their English for university. Many of the EAP students may already be autonomous learners, but we cannot make the assumption that all are.
I agree with Yagcioglu (2015) in that we must really get to know the learners, their backgrounds, their goals, their difficulties. Asking them what they like, or don't like is part of this step, but not the full package. We must also understand the best ways to help connect our students with their learning. Lethaby (2015) suggests that it is a neuromyth that teachers should focused on specific learning styles (visual, auditory and kinesthetic) of a student, as the brain is very interconnected, and students must use all of these while learning. So I think perhaps the approach should be that we help develop all learning styles for a well-rounded approach to learning in our students.
As teachers, we really need to delve into who our students are as a person and understand their backgrounds, and take careful note of how they react in the classroom to different activities, and different situations. Then, I think you will truly be able to help facilitate their road to autonomous learning.
References:
Lethaby, C. (2015, May 12). Learning styles: have we been barking up the wrong tree? [Web log post]. Retrieved from: http://blogs.newschool.edu/unchartedtesol/2015/05/12/learning-styles-have-we-been-barking-up-the-wrong-tree/
Yagcioglu, O. (2015). New approaches on learner autonomy in language learning. Procedia-Social and Behavioral Sciences, 199(3), 428-435.
