Abstract:
According to scholars, learner autonomy is the ability to take charge of one's learning. Nonetheless, autonomy or learner independence does not mean that the learners are isolated in education, and there is no role to be performed by the teachers. In reality, developing learner autonomy is a two way process in which the teacher has to contribute 50% by creating a learner supportive environment while the student has to take charge of the other 50% by developing and organizing their learning process. However, at present most language learners are not autonomous, that the teachers have encountered several challenges in fostering autonomy in the language classrooms. Therefore, this study focused on 14 'YouTube' videos as the sample, presented by English language professionals from various countries. In-detail, the presenters explain the practical strategies and methods they use in their ESL classroom to enhance autonomy among language learners, especially in the classrooms with mixed ability groups. Those videos were thematically analyzed to collect data based on five major categories: talking to students about autonomy and its value, encouraging learners to engage in autonomous practices, getting learners to reflect on their learning, using activities in class that promotes autonomy, and assigning activities out of the classroom which further enhances autonomy. As for findings, the presenters emphasize the need to give more decision-making power to the learners. Consequently, the learners can carry their learning experience beyond the classroom to build up autonomous personalities. Even though the teaching learning methodology has shifted from teacher-centered to learner-centered, the teacher's multiple roles as an organizer, resource supplier, monitor, and facilitator cannot be undermined. As Sri Lankan ESL education also being exam-oriented, teacher-centered, and often follow a rote learning practice, this analysis of the videos has presented many relevant implications for the ELT context in Sri Lanka.
