Directions in Self-Access Language Learning

The Limits of Learner Independence in Hong Kong

CHAPTER 2 The Limits of Learner Independence in Hong Kong Richard Farmer, English Language Study-Centre, Hong Kong Polytechnic INTRODUCTION Since self-access embodies a learner-centred approach, it seems appropriate to start with some of the initial reactions which learners had to the introduction of learner independence in the programmes of study at the English Language Study-Centre, Hong Kong Polytechnic. 'I prefer a teachers to teach me in the whole programme because he/she can know what 1 need and the progress in learning.' 'I prefer the teacher encourage me talking to speak a lot.' 'I would like to have a teacher with me in the whole lesson but not always goes away and let us alone.' 'Small group learning with needs analysis are useful for studying English.' This paper describes the body of learners attending programmes at the StudyCentre and discusses why they depend to such an extent on teacher direction. It explains how we have attempted to redress this through introducing, very gradually, certain features of learner independence and how far we have had to limit this objective in the light of student response. The extent to which learner independence has been successfully implemented is briefly considered and the paper concludes with an outline of plans for further development. THE LEARNERS Intake The Study-Centre offers two categories of programme. 14 Richard Farmer Referral programmes. Students requiring supplementary tuition are identified by their regular English-class teachers during the first few weeks of the 'service' course and are referred to the Study-Centre in pairs or small groups. Referred students constitute roughly the lowest 20% of a class. Each referral drive is followed by a compub,ory twenty-hour programme of instruction. Groups are expected to attend twice weekly. A booking system is in operation in order that they may attend at their own convenience. Summer programmes. These are open to all Polytechnic students who would like to practise their English. Attendance is optional. A learner-independent approach7 Sheerin (1989:3) states that the primary aim of self-access facilities is 'to enable learning to take place independently of teachmg. Students are able to choose and use self-access material on their own.... students are able to direct their own learning'. It needs stressing perhaps that this should be viewed as the ultimate aim of a self-access centre, rather than as an objective which may be immediately realized. However, independent learning has successfully been achieved amongst a number of users in many centres by providing initial learner training programmes (Harding-Esch 1982; Riley and Zoppis 1985; Dickinson 1987; Shcerin 1992). Learners are thereby given assistance with the definition of learning aims, the identificatIon of learning needs and with the selection of relevant materials . Subsequent, occasional, access to a counsellor is sufficient to enable a substantial number of learners to pursue their studles independently. At the same time, Riley (1987:77) stresses that 'the person responsible for setting up a self-access system should have a good, hard look at his prospective clients - their needs, objectives, interests, practical constraints and motivations ... ' The maJonty of centres referred to above are in Western European countries in which one of the policies in education is to develop autonomy in the learning process. Initial investigations at Hong Kong Polytechnic indicate that this is not the case m Hong Kong where, certainly at secondary level, and in many cases at tertiary level, tuition is highly structured and where learners are expected to, and themselves expect to, adopt a highly passive role. Indeed, it might be said that formal education in this context teaches the need to be taught: learners are conditioned to believe that in order to learn one must be taught and that the teacher holds a monopoly over the transmission of knowledge. The Limits of Learner Independence in Hong Kong 15 Such a situation results in two major limitations: 1. Learners have no foundation on which to develop autonomy and many have difficulty in even accepting the notion of mdependent learning. Initially, many students attending the Study-Centre showed open resistance to the idea of assessing their own needs, planning their own programmes and selecting relevant materials. Many were bewildered by the idea of accepting responsibility for their learning. They continue to feel very strongly that the absence of a teacher is a laxity on our part. 2. Students lack confidence in using English. An analysis of...