Do classroom textbooks encourage learner autonomy?
Reinders, Hayo; Balçikanli, Cem
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Citation:Reinders, H., Balçikanli, C. (2011). Do classroom textbooks encourage learner autonomy? Novitas-ROYAL (Research on Youth and Language), 5(2), 265-272.NOTE: This research undertaken prior to author being affiliated with the Unitec Institute of Technology.
Permanent link to Research Bank record:https://hdl.handle.net/10652/2498
The development of learner autonomy is widely seen as beneficial in preparing students for lifelong learning. It is also recognised that most learners need explicit instruction in skills for independent learning. Classrooms provide a natural opportunity to develop these skills in learners. As textbooks play such an important role in most classrooms, it is important to ask to what extent they prepare learners for their future learning. Surprisingly, this has not been done before. This study investigated five English textbooks, commonly used in classrooms worldwide, to determine the 1) range and 2) frequency of advice given to learners about the language learning process. It uses an evaluative framework to identify advice relating to the different aspects of the independent learning process. The study found that the textbooks do little to foster learner autonomy and that when they do, they offer limited opportunity for practice to students.