Learning Space-Based Initiatives for Developing Learner Autonomy: Design And Implementation
Recently, traditionally resource-heavy self-access centres have increasingly been reinvented as social learning spaces (Allhouse, 2014; Murray & Fujishima, 2013), usually with a greater emphasis on peer interaction and communication in the target language. By elevating the communication aspect of a language learning space, however, there is a danger that the important task of developing metacognitive skills gets sidelined in favour of simply developing language proficiency through peer or teacher-student interaction. Language learning spaces that set themselves up as conversation lounges are missing a big opportunity to do so much more than just develop language proficiency in users. Learner autonomy should be a central mission of any language learning space. Indeed, a language learning space can be an ideal milieu for supporting learners to become autonomous. Unlike in the classroom, users of self-access and other non-classroom learning spaces already have a sense of being in control of their learning choices, even if they are not entirely sure how to exercise that control. It is therefore vital that support is offered to guide and support learners, and this support can take many formats. The best forms of support do not simply attempt to help learners make single learning decisions such as which materials to choose or service to use, but to support their long-term development as autonomous language learners.