Thai Distance English Learners and Learner Autonomy

Thai Distance English Learners and Learner Autonomy

Alisa Vanijdee. Open Learning, Vol. 18, No 1, 2003


Sukhothai Thammathirat University is a leading open tertiary institution which offers a range of distance English courses. There are large numbers of learners in Thailand gaining degree from distance programs. The faculty is consisted of experienced lecturers from many disciplines. The distance courses have been offerred to learners from every walk of life. In my opinion, this study is regarded as a model of investigation into learner autonomy in the Thai context.

The study administered questionnaires looking at the way in which students dealt with self-instructional materials and distance study were distributed via tutors and students associations to student on the English course in different parts of Thailand. The English course design is based on the communicative approach at the level of first-year students.

The result demonstrate that Thai distance learners display varying degrees of learner autonomy: there is neither absolute autonomy nor total lack of it. There were two fairly distinct groups of learners in this survey: dynamic distance language learners and self-sufficient distance language learners. The minimum level of autonomy—defined as the self-sufficient level—suggests that learner can at least proceed to learn English with the help of the self-instructional materials. Dynamic distance language learners are able not only to cope with study at a distance, but can extend their study, using a wider range of resources- to be more autonomous learners of English is to become autonomous users of English, students should be encouraged to be more dynamic. This involves other factors besides the learners themselves; that is, institutions, materials and tutors.

In a distance learning system, all stakeholders must be involved in facilitating dynamic learning. Motivation is crucial for the learners – their attitudes and the constraints within their individual learning context will influence their desire to become more dynamic. Some learners may be content with self-sufficiency, as their goal in learning English is imply to pass the examination or fulfil the requirement of the curriculum. Institutions that offer distance English courses must be aware of the significance of autonomy and must decide on policy and a definite plan to provide more learning contexts and resources to encourage students to become more dynamic. Tutors, being aware of the importance of autonomy, must act as facilitators and mentors to help students to become more autonomous. This may involve designing tutorials so they have more explicit focus on the development of learner autonomy, and providing feedback on assignments relating to managing the learning process.

Criteria for Learner Autonomy

- use pattern of strategy that include either cognitive, metacognitive, or socio-affective at a high level of frequency
- use various combination of strategy
- use strategy in a flexible and creative way
- are aware of the learning process and language learning strategy use in dealing with tasks as shown by the use of task analysis and the statements identifying reasons for using particular strategies
- self-diagnose
- seek exposure to English
- are willing to accept responsibility for learning on their own;
- (at least) follow study materials;
- are self-reliant and good at self-management in distance learning;
- are persistent and self-reliant in problem solving; and
- prepare before, and self-monitors when attending tutorials

Recommendations to support the development of learner autonomy include appropriate institutional support and policies, learning centres and other resources to provide further opportunities for developing self-directed learning skills, specific material on learning skills and strategies in the course materials and proactivity on the part of tutors to encourage autonomy among their students.

Tessie's said --> This is somewhat the answer for the questions I ask myself in the previous review about learners' autonomy.

The study was done in the Thai distance learning context and presented the overview of how distance learning courses are delivered in the tertiary level.

At this point I have to recall about my encounters with distance learners, I saw them self-reliant and hard-working. Maybe these learners are willing to learn - having intrinsic motivation to acquire the knowledge. Motivation is the key aspect for a successful distance learning.

In order to study about distance learner autonomy in the Thai context, it's a good start to read the research report from the 'real' provider of distance course, Sukhothat Thammathirat. There has been a long history of Thai adult literacy to move from radio broadcast programmes to online interactive courses. Any EFL instructors who are involving in
e-learning or CALL should expand their horizon by studying the cases from open university contexts in order to understand more about the nature of Thai learners.