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

Abstract

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 e-Language Learning Portfolio and the e-Learner Self-Reflection Diary. The participant-researchers examined the course using data from the trial materials, observation, their own reflexive practice, learner questionnaires, interviews, artifacts and learner self-reflections. 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.