This paper introduces a new classroom activity designed to explore aspects of autonomous learning.According to Morrison and Navarro (2014) promoting autonomy in language learning entails encouraging students to take more control of their learning in class and to set their own goals for learning outcomes.The aim of the activity outlined below was to investigate the extent to which introducing a learning management task (Holec, 1981) could foster self-regulated learning practices in two English Discussion Classes (EDC) comprised of seven Level 2 and seven Level 3 students.It is later suggested that after having introduced the activity, a slight improvement in student participation in regular lessons and a sense of stronger investment (Norton, 2000;Morita, 2004) emerged.This paper will contain a detailed summary of the aspects of learner autonomy on which the activity is based, in addition to an overview of the activity's procedure and associated limitations. LITERATURE REVIEWThe principle on which this new teaching activity outlined is based is autonomy.The traditional notion of autonomy highlights the importance of students being reflective and pro-active in their language studies (Brown, 2007).According to Holec (1981), as cited by Lewis and Vialleton (2011, p. 206), autonomy can be defined as, "the ability to take charge of one's own learning", which means that students have the capacity to take responsibility for "all of the decisions concerning all aspects of this learning".For instance, instead of relying on a teacher's instruction, students are able to take measures (such as independent study) for a growth in proficiency.They have the capacity to make decisions about their own goals or targets to improve on weaknesses, they can adopt appropriate strategies which they believe to be conducive to further learning, and they can evaluate their own progress.However, Ushioda (2011, p. 222) argues that the traditional view of achievement-oriented autonomy in language learning, which is indicative of individual cognitive processing, has evolved slightly in recent years to also explore social and contextual processes which learners adopt in shaping their identities.This particular analysis highlights the idea that student motivation in language lessons is influenced by autonomous learning activities."Classroom practices that promote autonomy encourage students to develop and express their own personal and valued identities through the language they are learning" (Ushioda, 2011, p. 228).This is an area of particular current interest and the classroom activity described in this paper forms part of my continued investigation into issues of learner identity and participation in EDC lessons.One additional aspect of autonomy which is relevant to this teaching activity is the notion of self-regulation in tasks.Nguyen (2012) explains that autonomy is not an innate quality in language learners but rather an ability which can be developed in learners through the introduction of skill-focused learning strategies.Finally, it is extremely beneficial to introduce self-regulated tasks in a language learning environment because these can increase learner investment in classes."Promoting autonomy is a way of encouraging students to experience that sense of personal agency and self-determination that is vital to developing their motivation from within" (Ushioda, 2011, p. 224).The general aim of EDC 'regular lessons' (i.e.classes during which the students are not
Gravillis Natalie M. (Fri,) studied this question.