Enhancing the autonomous use of CALL: A new curriculum model in EFL

  • Smith K
  • Craig H
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This action research study evaluates the effectiveness of a CALL Learner Autonomy (CALL LA) course at a Japanese university. The “C course” blends face-to-face instruction and independent study in a CALL environment. It aims to enhance learners' autonomous use of CALL in the acquisition of English as a Foreign Language (EFL). In this study, three learning support aids were trialed: the Learner Passport, the eLanguage Learning Portfolio and the e-Learner Self-Reflection Diary. The participantresearchers examined the course using data from the trial materials, observation, their own reflexive practice, learner questionnaires, interviews, artifacts and learner selfreflections. Findings indicate that teachers' and learners' consciousness was raised about what is expected of users in the autonomous use of CALL in a classroom environment and in a Self-Access Centre. The study also shows an improvement in learners' planning, organizing, tracking, and evaluation of their autonomous use of CALL resources, and that regular and critical learner self-reflection is a key factor contributing to a positive shift in study culture. It recommends the conversion of the Learner Passport to an online, interactive format and the course-wide implementation of the three learning support aids as an incorporated package.

Author-supplied keywords

  • call
  • efl curriculum design
  • learner autonomy
  • metacognition
  • reflection

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  • K Smith

  • H Craig

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