Rising spirals and virtuous circles: The interrelationship between motivation and learner autonomy

Abstract

This chapter discusses to what extent and in what ways learner autonomy can enhance motivation and vice versa. More specifically, it focuses on the interrelationships between autonomy-promoting practices and affective variables such as anxiety, self-esteem, engagement and agency, examining how these in turn impact negatively or positively on motivation. Drawing on evidence from research with university English language learners, the chapter explores the impact on motivation of specific practices designed to promote learner autonomy. The results of the study appear to confirm that greater learner control can, indeed, increase learner motivation. They also help pinpoint which practices seem to lead to this positive outcome. Nonetheless, some evidence suggests that such practices may occasionally have a de-motivating effect. Possible reasons for these reactions are discussed, together with solutions found and trialled in the present study. The purpose of this chapter is to help teachers seeking to promote learner autonomy to harness the powerful affective factors in their favour, while being aware of the pitfalls which may be met on the way. Hopefully this will better prepare teacher-researchers for any negative reactions or resistance which may arise, and help them to provide the scaffolding learners need when transitioning towards a less teacher-dependent learning-style.