PAPER

Student’s name: Romina Conde

Title of course: Language IV - UTN

Title of assignment: Appropriating Learning: Self-directed Classrooms in ELT

Lecturer’s name: Adriana Orozco

I hereby declare that this essay is my own and autonomous work. All sources and

aids used have been indicated as such. All texts either quoted directly or

paraphrased have been indicated by in-text citations. Full bibliographic details are

given in the reference list which also contains internet sources containing URL and

access date. This work has not been submitted to any other examination authority.

The assignment is 2280 words in length

Date: 13th August 2020

Second Draft:

Table of contents

1. Introduction………………………………………………….…………………...…3

2. Learners’ generated-content…………..……….………….……………………...4

3. Developing autonomy with TBL…………...….…………...…………..………….6

4. Meaningful resources ……………………………….......……………..…………6

5. Fostering critical thinking with Socratic Teaching…….……………………......7

6. Adapting classroom settings…………………………………. ……….…………8

7. Conclusion…………………………………………………….……………………9

8. References.………………………………………………….…………………….10

1
 Appropriating Learning: Self-directed Classrooms in ELT

How can ELT students and educators embrace self-directed learning?

1. Introduction

Nowadays, learner-centered environments seem to be at the forefront of education,

with the ultimate goal of promoting students’ autonomy. Perkins (2008; p.7) claims

that “Learning is a consequence of thinking. Retention, understanding, and the active

use of knowledge can be brought about only by learning experiences in which

learners think about and think with what they are learning.” Likewise, learning takes

place when students are involved in what they are doing; thus, motivation plays a

key role in promoting self-directed learning (SDL). Nevertheless, becoming an

autonomous learner implies not only that students may be able to understand their

own learning process but also that they may be able to recognize their own needs,

set goals for themselves, select interesting resources, and acknowledge the learning

strategies they use when learning. Although this seems like an arduous process for

students and teachers, it has been stated that "taking exclusive possession of the

words, concepts and information you encounter means integrating them into your

own understanding of, and behavior, in the world” (Texas; 2008). However, this does

not occur in most typical classrooms, which are commonly teacher centered. In this

context, the whole learning process resides in the hands of educators and passing

the control over to the learners may be inadmissible for some teachers. Nasri (2017)

states that “it is obvious that SDL requires a transformation from the authoritative

role of the educator into the educator as a facilitator of learning because, to promote

an active learning approach, educators should acknowledge learners as equal

learning partners who have the power to make decisions about their learning.” For

2
this reason, although there is a myriad of evidence in favour of self-directed learning,

many educators are still prone to hold their authoritarian position. In addition, some

educators still appear to be reluctant to some educators may still not allow their

students to make their own choices and direct their own learning in the classroom..

Another concern appears to be that some teachers perceive SDL as being akin to

students appropriating the teacher’s role. Nevertheless, this perception may be

arbitrary as the sole idea of self-directed learning is not to discredit the teacher's role,

but to aid teachers by providing students with more tools to learn effectively and use

the acquired knowledge in the classroom setting. What educators need to realize is

that students will not take over the role of the teacher in the classroom. In contrast,

the teachers' role has indeed evolved from being the holder of knowledge to being

the moderator, the guide and the facilitator. Likewise, the students ‘role has morphed

from being passive listeners into being active participants by engaging in their own

learning process. The aim of this paper is to provide a critical analysis of the different

aspects of teaching that can lead to self-directed learning in ELT. The curriculum, the

method, the resources, the teaching strategy, and the setting will be expounded in

order to demonstrate how these aspects can help students become autonomous

learners. The teaching situation presented in this paper is that of pre-intermediate

students or above in EFL classrooms.

2. Learners’ generated-content

The term curriculum refers to the set of academic content that should be taught

during the year as well as the learning objectives students need to meet to pass the

course. ELT courses generally advocate the Common European Framework of

Reference[1], and design the curriculum accordingly. This nonetheless may distort the

learning process by perpetuating teacher-centered environments as students’ needs

3
are not typically taken into account when devising the curriculum. In this view,

students are asked to achieve certain established goals and deal with contents

selected in advance. However, in order to conceive self-directed learning, conducting

a needs analysis is paramount. The contents that will be discussed in class should

correlate with students’ interests in order to engender motivation. Perkins (2008;

p.45) claims that “People learn much of what they have a reasonable opportunity

and motivation to learn”. Motivation, in this sense, can act as a catalyst for inner

growth as students will be tackling topics they are keen to discuss. Consequently,

this can result in the increase of students’ intrinsic motivation to learn the target

language. Furthermore, it is recommended that the topics to be dealt with are

generative; that is, topics that can be a springboard for different discussions. Perkins

(2008; 94) asserts “generative topics reach for depth and breadth to a degree that

more customary topics do not.” Hence, establishing a curriculum with learner-

generated content based on generative topics will eventually assist students in

becoming self-directed learners. Moreover, metacognition activities should be

included in the curriculum. It has been stated that these activities hold the key to self-

direction since they can help students to cope with the learning process. Therefore,

students should be introduced to the concept of metacognition and what that implies

in order to recognize their strengths and weaknesses when learning. As for the

objectives, if the purpose of the course is to aim at self-direction, then it is advisable

for teachers to include a section about objectives in the needs analysis to be aware

of what students want to accomplish. If students’ personal objectives, coupled with

the general objectives, are considered, then they may probably strive hard to

achieve those goals.

3. Developing autonomy with TBL

4
There is a wide range of ELT methods available to promote self-direction in learning.

Although it is always preferable to be eclectic and adapt different methods to meet

students ‘needs, Task Based Learning (TBL) seems to be the most fruitful in

fostering critical thinking. TBL is a method based on solving authentic tasks. It

revolves around a theme, and authenticity is at the core of the class. Estaire and

Zanón (1994; 12) posit that “the main focus is on the tasks to be done and language

is seen as the instrument to carry them out. In general, TBL highlights the

instrumental value of language.” Each lesson is considered a unit of work, where

students deal with a specific theme. Students work towards a final task, where they

are asked to perform a real-life activity. During the unit of work, students deal with

different authentic materials and tasks. “The framework envisages students taking as

active a role as possible in as many of the stages as possible in order to create

involvement and motivation”. (Estaire and Zanón; 1994; p.84) Hence, the

participation of students in the planning of each class can promote a self-directed

approach to learning. However, educators should craft a schedule for planning,

bearing students’ participation in mind. For instance, it would be advisable to make

use of different moments during the year to collect information to plan the units of

work ahead. In general, if students can participate in the decision-making of each

unit, they will be able to engage in their learning process and relate to what they are

doing..

4. Meaningful resources

As for the materials to be used in class, ELT courses have mostly been dependent

on textbooks. Nevertheless, authentic materials have gained ground in ELT with the

aim of exposing students to real-life situations. A combination of both types of

material can serve the purpose of creating a self-directed environment.

5
Consequently, once the curriculum is established and the themes are determined,

students can be asked to gather different resources to be used for every topic in the

curriculum. Firstly, teachers should set the theme, with the aid of the information

collected from students, and students can do research on the topic and select

relevant information to be dealt with in class. In this way, students can become the

owners of their own learning process by deciding upon the material they wish to

know more about. This decision will promote students' self-awareness and self-

confidence as they will be responsible for the material that will be presented every

class. In theory, this seems quite promising; however, in practice, teachers should

plan bearing this research time in mind so that students can make a selection of the

most interesting resources. This process could be enhanced if teachers offer

students some guidelines to do research and narrow down the scope of it by

providing students with different websites to investigate and delve into. Textbooks,

on the other hand, can be used as a stimulus to do research or as enabling tasks [2] to

do during the unit of work. The pairing of both types of material can be a gateway to

creating self-directed environments.

5. Fostering critical thinking with Socratic Teaching

There are different teaching strategies which support autonomy in learning but the

most prominent could be the ability to question from a Socratic point of view.

According to Fisher (2014; 19) “The ability to question is one of the keys to effective

learning; and it comes with practice.” It is widely known that people are born with an

inquisitive mind which influences the things people seek to learn. What is more, not

everyone is interested in the same things and each mind wonders about different

concepts. Therefore, in teaching, it is crucial that teachers embrace these enquiring

minds to tackle different topics. Classes should revolve around insightful enquiries

6
about each new topic, where students can unravel a deluge of questions that will

help them gain a clearer understanding of any given theme. Perkins (2008; 57)

concludes that “The Socratic Teacher involves the learners in continuous thoughtful

practice as they collaborate and contend to sort out the issue.” Therefore, teachers

should not be the springboard for the questions, but they should act as moderators;

thus, guiding the conversation towards the most productive dialogues. That is, the

dialogues that will uncover students' curiosity and willingness to learn. As the

questions will arise from students’ insight, it can be stated that this teaching strategy

can lead to building a self-directed classroom.

6. Adapting classroom settings

Setting refers to how the classroom is arranged at the time of learning. Kaya and

Burgess (2007; 860) postulate that “classroom spatial arrangements with well-

defined areas can have a positive influence on students’ social interactions and on-

task behaviours.” In this perspective, the setting should be adapted according to the

students’ needs and the different learning circumstances. Although traditional

settings, where desks are lined up and the teacher is at the front of the classroom,

are no longer recommended to promote self-direction, there are other more

advantageous settings to be applied. Firstly, horseshoe setups, where all the

members of the classroom face one another, can be useful at the time of activating

schemata. For instance, this type of setting bolsters interaction among every

member of the classroom and allows each of them to see everyone’s reactions.

What is more, teachers will also be able to counteract when they notice that some

students are having problems in understanding the new topic. Moreover, if a

discussion arises, students will also be capable of aiding one another in their

understanding. Secondly, divided classrooms are useful to hold a debate as the

7
class is divided into two halves, which face each other, with the teacher acting as a

moderator. In this type of setting, the teacher will be able to control the debate,

setting the pace and handing the floor to each part in the discussion. In addition,

students will have the chance to act upon the arguments they hear and the reactions

they see. Finally, desk clusters, where the class is divided in small groups, are

essential at the time of collaborative learning. This type of setting allows the students

to collaborate with one another in the process of learning. Nevertheless, it is

fundamental for the class to have some time to share their findings once each group

has discussed the task assigned. All in all, a combination of different settings during

the class can foster autonomous classrooms.

7. Conclusion

In light of the above, although some teachers are still disinclined to apply this

framework of teaching, it has been proved that students can attain more if they get

involved in their learning process. Hence, learner-centered classrooms are crucial to

promote students’ autonomy in learning. However, cooperation from both parties is

essential to achieve self-direction. This paper has presented different aspects of

teaching that can enhance the application of self-directed classrooms. Firstly, it is

essential to take students’ needs into account when setting the curriculum. This will

extrapolate students’ interests with the contents; thus, building the steppingstones

for students’ appropriation of their own learning. Secondly, if the right method is

applied, students can participate in the planning of each class, which will boost self-

direction. This paper proposes TBL as a method since students can participate in the

development of the lesson plan, and classes can be organized around a theme, with

different authentic tasks for students to perform. Thirdly, a deeper commitment in the

students’ learning process can be achieved if students are able to decide upon the

8
material they wish to explore. Moreover, the application of a Socratic Teaching

Strategy will certainly support the development of students’ critical thinking. Finally,

an appropriate classroom setting can engender a greater sense of self-direction as

students can monitor their own learning. A self-directed teaching classroom in ELT

should include active learners, responsible for their own learning, and teachers

acting as facilitators, moderators and guides to pave the way for students’ own

progress. Perkins (2008; p.7) states “we need educational settings with thinking-

centered learning, where students learn by thinking through what they are learning

about”. Broadly speaking, we need to be bereft of prejudices and embrace self-

directed classrooms. Not only can this model foster better teaching, but it can also

enhance the whole learning experience.

8. References

Estaire, S., & Zanón, J. (1994). Planning classwork: A task based approach. Oxford:

Heinemann.

Fisher, R. (2014). Teaching children to learn. Oxford: Oxford University Press.

Kaya, N., & Burgess, B. (2007). Territoriality. Environment and Behavior, 39(6), 859-

876. doi:10.1177/0013916506298798

Nasri, N. (2017, September 14). Self-directed learning through the eyes of teacher

educators. Retrieved July 27, 2020, from

https://www.sciencedirect.com/science/article/pii/S2452315117300486

Perkins, D. (2008). Smart Schools: From Training Memories to Educating Minds.

Riverside: Free Press.

Texas (2008). Learning, Understanding and Appropriating. Retrieved August 3, 2020

from https://la.utexas.edu/users/hcleaver/Appropriation.htm

9
[1]
A guideline used to describe achievements of learners of foreign languages.
[2]
Tasks that provide students with the necessary linguistic tools to carry out a communication task
(Estaire and Zanón; 1994)

Table of contents

1. Introduction………………………………………………….…………………...…3

2. Curriculum that bears learners’ needs in mind………….……………………...4

3. Method that helps to develop autonomy………………...…………..………….6

4. Meaningful resources ……………………………….......……………..…………6

5. Socratic teaching to foster critical thinking…………….……………………......7

6. Setting according to the learning circumstances……….………………………8

7. Conclusion…………………………………………………….……………………9

8. References.………………………………………………….…………………….10

10
 Appropriating Learning: Self-directed Classrooms in ELT

How can ELT students and educators embrace self-directed learning?

1. Introduction

Nowadays, learner-centered environments seem to be at the forefront of education,

with the ultimate goal of aiding students in becoming self-directed learners. Perkins

(2008; 7) claims that “Learning is a consequence of thinking. Retention,

understanding, and the active use of knowledge can be brought about only by

learning experiences in which learners think about and think with what they are

learning.” In the fashion of his statement, learning takes place when students are

involved in what they are doing; thus, motivation plays a key role in promoting self-

direction. In addition, becoming an autonomous learner implies not only that students

may be able to understand their own learning process but also that they may be able

to recognize their own needs, set goals for themselves, select interesting resources,

and acknowledge the learning strategies they use when learning. Although this

seems like an arduous process for students and teachers, it has been stated that

"taking exclusive possession of the words, concepts and information you encounter

means integrating them into your own understanding of, and behavior, in the world”

(Texas; 2008). However, this does not occur in most typical classrooms, which are

commonly teacher centered. In this context, the whole learning process resides in

the hands of educators and passing the control over to the learners may be abstruse

for some teachers. Nasri (2017) states that “it is obvious that SDL requires a

transformation from the authoritative role of the educator into the educator as a

facilitator of learning because, to promote an active learning approach, educators

11
should acknowledge learners as equal learning partners who have the power to

make decisions about their learning.” For this reason, although there is a myriad of

evidence in favour of self-directed learning, many educators are still prone to hold

their authoritative position. In addition, some educators still appear to be reluctant to

share responsibilities with the students. Another concern appears to be that some

teachers perceive self-directed learning as being akin to students appropriating the

teacher’s role. Nevertheless, this perception may be arbitrary as the sole idea of self-

directed learning is not to discredit the teacher's role, but to aid teachers by providing

students with more tools to learn effectively and use the acquired knowledge in the

classroom setting. What educators need to realize is that students will not take

possession of the teachers' role. In contrast, the teachers' role has indeed evolved

from being the holder of knowledge to being the moderator, the guide and the

facilitator. Likewise, the students ‘role has morphed from being passive listeners into

being active participants by engaging in the process they go through in learning. The

aim of this paper is to provide a critical analysis of the different aspects of teaching

that can contribute to creating a self-directed classroom in ELT. The curriculum, the

method, the resources, the teaching strategy, and the setting will be expounded in

order to demonstrate how these aspects can help students become autonomous

learners. The scope of the paper will comprise pre-intermediate students onwards.

2. Curriculum that bears learners’ needs in mind

The term curriculum refers to the set of academic content that should be taught

during the year as well as the learning objectives students need to meet to pass the

course. ELT courses generally advocate the Common European Framework of

Reference1, and design the curriculum accordingly. This nonetheless distorts the

1 A guideline used to describe achievements of learners of foreign languages.

12
learning process by perpetuating teacher-centered environments. In this view,

students are asked to achieve certain established goals and deal with determined

contents. In order to conceive self-directed learning, conducting a needs analysis is

paramount. The contents that will be discussed in class should correlate with

students’ interests in order to engender motivation. “People learn much of what they

have a reasonable opportunity and motivation to learn.” (Perkins; 2008; 45)

Motivation, in this sense, can act as a catalyst for inner growth as students will be

tackling topics they are keen to discuss; thus, learning about things students are

excited about can trigger a deeper willingness to become more acquainted with the

topic. Furthermore, it is recommended that the topics to be dealt with are generative;

that is, topics that can be a springboard for different discussions. Perkins (2008; 94)

asserts “generative topics reach for depth and breadth to a degree that more

customary topics do not.” Hence, establishing a curriculum with learner-generated

content based on generative topics will eventually assist students in becoming self-

directed learners. Moreover, metacognition activities should be included in the

curriculum. It has been stated that these activities hold the key to self-direction since

they can help students to cope with the learning process. Therefore, students

should be introduced to the concept of metacognition and what that implies in order

to recognize their strengths and weaknesses when learning. As for the objectives, if

the aim of the course is to produce self-directed students, then it is advisable to

include a section about objectives in the needs analysis to be aware of what

students want to accomplish. If students’ personal objectives, coupled with the

general objectives, are considered, then they may probably thrive to achieve those

goals.

3. Method that helps to develop autonomy

13
There are quite a range of ELT methods available to promote self-direction in

learning. Although it is always preferable to be eclectic and adapt different methods

to fit students ‘needs, Task Based Learning (TBL) seems to be the most fruitful when

it comes to fostering critical thinking. TBL is a method based on solving authentic

tasks. It revolves around a theme, and authenticity is at the core of the class. Estaire

and Zanón (1994; 12) posit that “the main focus is on the tasks to be done and

language is seen as the instrument to carry them out. In general, TBL highlights the

instrumental value of language.” Each lesson is considered a unit of work, where

students deal with a specific theme. Students work towards a final task, where they

are asked to perform a real-life activity. During the unit of work, students deal with

different authentic materials and tasks. “The framework envisages students taking as

active a role as possible in as many of the stages as possible in order to create

involvement and motivation.” (Estaire and Zanón; 1994; 84) Hence, the participation

of students in the planning of each class can promote a self-directed approach to

learning. However, educators should craft a schedule for planning, bearing students’

participation in mind. For instance, it would be advisable to make use of different

moments during the year to collect information to plan the units of work ahead. By

and large, if students can participate in the decision-making of each unit of work,

then they will be able to appropriate the learning process and feel identified with

what they are doing.

4. Meaningful resources

As for the materials to be used in class, ELT courses have mostly been dependent

on textbooks. Nevertheless, authentic materials have gained ground in ELT with the

aim of exposing students to real-life situations. A combination of both types of

14
material can serve the purpose of creating a self-directed environment.

Consequently, once the curriculum is established and the themes are determined,

students can be asked to gather different resources to be used for every topic in the

curriculum. Firstly, teachers should set the theme, with the aid of the information

collected from students, and students can do research on the topic and select

relevant information to be dealt with in class. In this way, students can become the

owners of their own learning process by deciding upon the material they wish to

know more about. This decision will promote students' self-awareness and self-

confidence as they will be responsible for the material that will be presented every

class. In theory, this seems quite promising; however, in practice, teachers should

plan bearing this research time in mind so that students can make a selection of the

most interesting resources. This process could be enhanced if teachers offer

students some guidelines to do research and narrow down the scope of it by

providing students with different websites to investigate. Textbooks, on the other

hand, can be used as a stimulus to do research or as enabling tasks 2 to do during

the unit of work. The pairing of both types of material can be a gateway to creating

self-directed environments.

5. Socratic teaching to foster critical thinking

There are different teaching strategies which support autonomy in learning but the

most prominent could be the ability to question from a Socratic point of view.

According to Fisher (2014; 19) “The ability to question is one of the keys to effective

learning; and it comes with practice.” It is widely known that people are born with an

inquisitive mind which influences the things people seek to learn. What is more, not

2 Tasks that provide students with the necessary linguistic tools to carry out a communication task
(Estaire and Zanón; 1994)

15
everyone is interested in the same things and each mind wonders about different

concepts. Therefore, in teaching, it is crucial that teachers embrace these enquiring

minds to tackle different topics. Classes should revolve around insightful enquiries

about each new topic, where students can unravel a deluge of questions that will

help them gain a clearer understanding of any given theme. Perkins (2008; 57)

concludes that “The Socratic Teacher involves the learners in continuous thoughtful

practice as they collaborate and contend to sort out the issue.” Therefore, teachers

should not be the springboard for the questions, but they should act as moderators;

thus, guiding the conversation towards the most productive dialogues. That is, the

dialogues that will uncover students' curiosity and willingness to learn. As the

questions will arise from students’ insight, it can be stated that this teaching strategy

can lead to building a self-directed classroom.

6. Setting according to the learning circumstances

Setting refers to how the classroom is arranged at the time of learning. Kaya and

Burgess (2007; 860) postulate that “classroom spatial arrangements with well-

defined areas can have a positive influence on students’ social interactions and on-

task behaviours.” In this perspective, the setting should be adapted according to the

students’ needs and the different learning circumstances. Although traditional

settings, where desks are lined up and the teacher is at the front of the classroom,

are no longer recommended to promote self-direction, there are other more

advantageous settings to be applied. Firstly, horseshoe setups, where all the

members of the classroom face one another, can be useful at the time of activating

schemata. For instance, this type of setting bolsters interaction among every

member of the classroom and allows each of them to see everyone’s reactions.

16
What is more, teachers will also be able to counteract when they notice that some

students are having problems in understanding the new topic. Moreover, if a

discussion arises, students will also be capable of aiding one another in their

understanding. Secondly, divided classrooms are useful to hold a debate as the

class is divided into two halves, which face each other, with the teacher acting as a

moderator. In this type of setting, the teacher will be able to control the debate,

setting the pace and handing the face to each part in the discussion. In addition,

students will have the chance to act upon the arguments they hear and the reactions

they see. Finally, desk clusters, where the class is divided in small groups, are

essential at the time of collaborative learning. This type of setting allows the students

to collaborate with one another in the process of learning. Nevertheless, it is

fundamental for the class to have some time to share their findings once each group

has discussed the task assigned. All in all, a combination of different settings during

the class can foster autonomous classrooms.

7. Conclusion

In light of the above, although some teachers are still disinclined to applying this

framework of teaching, it has been proved that students can attain more if they are

involved in their learning process. Hence, learner-centered classrooms are crucial to

promote students’ autonomy in learning. Even though it is definitely not a smooth

task to aid students in achieving self-direction, this can be attainable if both parties,

students and educators, undertake to do so. This paper has presented different

aspects of teaching that can enhance the application of self-directed classrooms.

Firstly, it is essential to take students’ needs into account when setting the

curriculum. This will extrapolate students’ interests with the contents; thus, building

17
the steppingstones for students’ appropriation of their own learning. Secondly, if the

right method is applied, students can participate in the planning of each class, which

will boost self-direction. This paper proposes TBL as a method since students can

participate in the development of the lesson plan, and classes can be organized

around a theme, with different authentic tasks for students to perform. Thirdly, a

deeper commitment in the students’ learning process can be achieved if students are

able to decide upon the material they wish to explore. Moreover, the application of a

Socratic Teaching Strategy will certainly support the development of students’ critical

thinking. Finally, an appropriate classroom setting can engender a greater sense of

self-direction as students can monitor their own learning. A self-directed teaching

classroom in ELT should include active learners, responsible for their own learning,

and teachers acting as facilitators, moderators and guides to pave the way for

students’ own progress. Perkins (2008; 7) urges “we need educational settings with

thinking-centered learning, where students learn by thinking through what they are

learning about.” Broadly speaking, we need to be bereft of prejudices and embrace

self-directed classrooms. Not only can this model foster better teaching, but it can

also enhance the whole learning experience.

8. References

Estaire, S., & Zanón, J. (1994). Planning classwork: A task based approach. Oxford:

Heinemann.

Fisher, R. (2014). Teaching children to learn. Oxford: Oxford University Press.

Kaya, N., & Burgess, B. (2007). Territoriality. Environment and Behavior, 39(6), 859-

876. doi:10.1177/0013916506298798

18
Nasri, N. (2017, September 14). Self-directed learning through the eyes of teacher

educators. Retrieved July 27, 2020, from

https://www.sciencedirect.com/science/article/pii/S2452315117300486

Perkins, D. (2008). Smart Schools: From Training Memories to Educating Minds.

Riverside: Free Press.

Texas (2008). Learning, Understanding and Appropriating. Retrieved August 3, 2020

from https://la.utexas.edu/users/hcleaver/Appropriation.htm

19