Possibilities of Supporting Learner Autonomy in Philological Study Programmes through Information and Digital Technologies

Božena Horváthová, Trnava University, Slovakia

Abstract: Based on the results of research by experts in the field of learner autonomy, information about its significance is presented. The definition of autonomy, as well as its components and the roles of the student and teacher, are discussed as well. Considerable attention is paid to the fact that autonomy must be understood as a gradual process consisting of several levels. We then emphasize the fact that the essence of autonomy is the ability to make an informed decision.

The fundamental differences between two contrasting learning contexts, in-class learning and independent (out-of-class) learning, and their relationship to learning autonomy are analysed. We focus on four concepts suitable for the implementation of autonomy in the context of education, emphasizing the necessary elements of autonomy in teaching, which are: scaffolding, regular reflection, motivation/self-motivation, interaction and persistence of the teacher in the application of these elements.

Furthermore, we focus on the possibilities of linking principles of autonomous learning with information and digital technologies. E-learning, blended learning, mobile technologies, multimedia platforms, and different web and digital tools open up unlimited possibilities for creating information-rich educational environments allowing students to be more independent in the learning process.


Keywords: learner autonomy, information and digital technologies, TEFL





Journal of Language and Cultural Education Journal of Language and Cultural Education
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