The development of autonomous learners is an important goal for language teaching programmes. However, achievement of this goal depends on teachers creating an environment where learners can experience autonomy in order to become more autonomous, a process referred to by Little (2003) as `autonomization'. In distance learning, course materials are the main vehicle for this process which brings particular challenges to course writers. This paper explores those challenges and how `autonomization' can be achieved through distance language teaching materials, by examining experience and developments at The Open University (UK) during its first decade of language course production. It reports the ways in which course writers in French, German and Spanish for adult distance learners have turned commitment into practice in order to develop the capacity for reflection, metacognitive strategies and conscious decision-making essential for autonomous learning. The paper concludes by considering how support for `autonomization' can be further enhanced, the implications for course writers and future research.
Ashworth, P. & Lucas, U. (2000). Achieving empathy and engagement: A practical approach to the design, conduct and reporting of phenomenographic research . Studies in Higher Education, 25(3), 295—308.
2.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow, Essex: Pearson Education.
3.
Benson, P. & Lor, W. (1998). Making sense of autonomous language learning. English centre monograph 2. Hong Kong: The University of Hong Kong.
4.
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Society for Research into Higher Education and Open University Press.
5.
Boud, D., Keogh, R. & Walker, D. (1985). Promoting reflection in learning: A model. In D. Boud, R. Keogh and D. Walker (Eds), Reflection, turning experience into learning (pp. 18—40). London: Kogan Page.
6.
Brockbank, A. & McGill, I. (1998). Facilitating reflective learning in higher education. Buckingham: Society for Research into Higher Education and Open University Press.
7.
Brookfield, S. (1987). Developing critical thinking: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey Bass.
8.
Candy, P.C. (1991). Self-direction for lifelong learning. A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
9.
Chamot, A.U. (1993). Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals , 26(3), 308—321.
10.
Cohen, A.D. (1998). Strategies in learning and using a second language . Harlow: Longman.
11.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195—205.
12.
Ellis, R. (2001). The metaphorical constructions of language learners . In M. P. Breen (Ed.), Learner contributions to language learning (pp. 65—85). Harlow , Essex: Pearson Education.
13.
Holec, H. (1980). Autonomy and foreign language learning. Strasbourg: Council of Europe.
14.
Hurd, S., Beaven, T. & Ortega, A. (2001). Developing autonomy in a distance language learning context: Issues and dilemmas for course writers. System, 29(3), 341—355.
15.
Hurd, S. (2005). Autonomy and the distance language learner. In B. Holmberg, M. Shelley and C. J. White (Eds.), Distance education and languages: Evolution and change (pp. 1—19). Clevedon: Multilingual Matters.
16.
Hurd, S. & Murphy, L. (2005). Success with languages. Abingdon : Routledge in association with The Open University.
17.
Kolb, D.A. (1984). Experiential learning: experience as the source of learning and development. NJ: Prentice-Hall.
18.
Little, D. (1990). Autonomy in language learning: Some theoretical and practical perspectives. In I. Gathercole (Ed.), Autonomy in language learning (pp. 7—15). London, CILT.
19.
Little, D. (1995). The dependence of learner autonomy on teacher autonomy. System, 23(2), 175—181.
20.
Little, D. (1999). Strategies in language learning and teaching: Some introductory reflections. CILT Research Forum. Retrieved 9 March 2001, from http://www.linguanet.org.uk/research/resfor1/little.htm
21.
Little, D. (2001). How independent can independent language learning really be? In J. Coleman, D. Fearney, D. Head and R. Rix (Eds.), Language-learning futures: Issues and strategies for modern languages provision in higher education (pp. 30—43). London: CILT.
22.
Little, D. (2003). Learner autonomy and second/foreign language learning . Retrieved 6 February 2004, from The guide to good practice for learning and teaching in languages, linguistics and area studies: http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1409
23.
Murphy, L. (2005a). Critical reflection and autonomy: A study of distance learners of French, German and Spanish. In B. Holmberg, M. Shelley and C. J. White (Eds.), Distance education and languages: Evolution and change (pp. 20—39). Clevedon : Multilingual Matters.
24.
Murphy, L. (2005b). Attending to form and meaning: The experience of adult distance learners of French, German and Spanish. Language Teaching Research, 9(3), 295—317.
25.
Murphy, L. (2007). Supporting learner autonomy: Theory and practice in a distance learning context. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (pp. 72—92). Dublin: Authentik.
26.
Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical and practical issues. In R. Pemberton , E. S. L. Li, W. W. F. Orr and H. D. Pierson (Eds.), Autonomy in language learning (pp. 13—26). Hong Kong: Hong Kong University Press.
27.
Quality Assurance Agency for Higher Education (QAA) (2002). Academic standards: languages and related studies . London: QAA.
28.
Qualitative Solutions and Research Pty Ltd. (QSR) (1997). Non-numerical unstructured data indexing searching and theorising. London: Sage.
29.
Railton, D. & Watson, P. (2005). Teaching autonomy: `reading groups' and the development of autonomous learning practices. Active Learning in Higher Education, 6(3), 182—193.
30.
Roberts, B. (2002). Reflection and learning at a distance. Open Learning, 17(1), 39—55.
31.
Rowsell, L.V. & Libben, G. (1994). The sound of one hand clapping: How to succeed in independent language learning. Canadian Modern Language Review, 50(4), 668—687.
32.
The Open University (1994). L120: Ouverture. Milton Keynes: The Open University.
33.
The Open University (1995). L504: The language learner's good study guide. Milton Keynes : The Open University.
34.
The Open University (1996). L221: Envol. Milton Keynes: The Open University.
35.
The Open University (1996). L130: Auftakt. Milton Keynes: The Open University/ Hodder and Stoughton.
36.
The Open University (1997). L210: Mises au point. Milton Keynes: The Open University.
37.
The Open University (1997). L230: Motive. Milton Keynes: The Open University.
38.
The Open University (1999). L213: Variationen. Milton Keynes: The Open University.
39.
The Open University (1999). L140: En rumbo. Milton Keynes: The Open University/Routledge.
40.
The Open University (2000). L204: Viento en popa. Milton Keynes: The Open University.
41.
The Open University (2001). L314: A buen puerto. Milton Keynes: The Open University.
42.
The Open University (2001). L203: Motive. Milton Keynes: The Open University.
43.
The Open University (2002). L120 second edition: Ouverture. Milton Keynes: The Open University.
44.
The Open University (2002). L313: Variationen . Milton Keynes: The Open University .
45.
The Open University (2003). L211: Envol. Milton Keynes: The Open University.
46.
The Open University (2003). L193: Rundblick. Milton Keynes: The Open University.
47.
The Open University (2003). L194: Portales. Milton Keynes: The Open University.
48.
The Open University (2004). L310: Nouvelles mises au point. Milton Keynes: The Open University.
49.
The Open University (2004). L192: Bon départ. Milton Keynes: The Open University.
50.
Thorpe, M. (1995). Reflective learning in distance education. European Journal of Psychology of Education, 10(2), 153—167.
51.
Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
52.
van Lier, L. (1996). Interaction in the language classroom: Awareness, autonomy and authenticity. Harlow: Longman.
53.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
54.
White, C.J. (1994). Language learning strategy research in distance education: The yoked subject technique. Research in DistanceEducation, 3, 10—20.
55.
White, C.J. (1995). Autonomy and strategy use in distance foreign language learning: Research findings. System, 23(2), 207—221.
56.
White, C.J. (1999). Expectations and emergent beliefs of self-instructed language learners. System, 27(4), 443—457.
57.
White, C.J. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
58.
White, C.J. (2005). Towards a learner-based theory of distance language learning: The concept of the learner-context interface. In B. Holmberg, M. Shelley and C. J. White (Eds.), Distance education and languages: Evolution and change (pp. 55—71). Clevedon: Multilingual Matters.
59.
Wood, E., Motz, M. & Willoughby, T. (1998). Examining students' retrospective memories of strategy development. Journal of Educational Psychology , 90(4), 698—704.
