Changes in two fifth graders’ learner autonomy

Abstract

As the idea of learner autonomy becomes a key feature in the field of language learning, self-access language learning has been focused. It is one approach which has been used to foster autonomy focusing on learner’s independent interaction with resources. This qualitative case study attempts to explore the change in two Korean fifth graders’ learner autonomy while enrolled in the self-access language learning. The research site was English library in the English Center of Han-Kook primary school located in Gangnam, Seoul. Multiple data sources were used: survey, observation, research journals/student reports, and counseling. They engaged in three stages of the self-access language learning program in the summer of 2009: awareness, learner training and counseling. As a result, some positive signs of the participants’ increased learner autonomy were found at later stages of the program. Their autonomous learning actions were well matched to characteristics of an autonomous learner defined by Breen and Mann (1997) and Candy (1991). Several implications to the field of young learner autonomy and Korean English education are discussed.