Can autonomous language learning foster language learning motivation? The title of this post, quoted from the case study “The implementation of EPOS, a Web-Based Learning-Platform for the ELC-ELP and other Validated ELP-Version within a Tutorial Programme in Combination with Language Courses at the University of Bremen” written by Bärbel Kühn, Astrid Buschmann-Göbels and Rüdiger Fehse, is an affirmative answer to the initial question.

Autonomous language learning and motivation

Autonomous language learning can take place in various settings (classroom, multimedia language centre, home, etc.) and involves different practices (self-access, learner training, etc.) and modes of learning (distance learning, self instruction, etc.). Autonomous learning does not mean that learners are left on their own on their learning path. Instead, it offers more freedom and flexibility in learning, while requiring an active personal commitment on the part of the learners. Learner autonomy can be developed and increased through strategy-based instruction, an approach for direct learners through the use of language learning strategies (“learning how to learn”). Although strategy development also contributes to successful learning in classrooms, in independent language learning environments the implementation of learning strategies is a condition sine qua non of effective and efficient language learning. A useful tool for promoting learner autonomy is provided by the European Language Portfolio (ELP). In the Principles and Guidelines, the ELP expresses interest in the development of the language learner and in the capacity for independent language learning (Council of Europe 2004: 2) and attributes to the ELP “both a pedagogic function to guide and support the learner in the process of language learning and a reporting function to record proficiencies in languages” (Council of Europe 2004: 4), as it helps learners to plan, monitor and assess their learning process.

What about the relationship between independent language learning and motivation? Bearing in mind that the term ‘motivation’ derives from the Latin verb movere (to move), Ushioda’s definition (2008: 6) “motivation concerns what moves a person to make certain choices, to engage in action, and to persist in action” is closely connected to learner autonomy. Since motivation in language learning is principally an internally regulated process, independent language learners, aware of their own needs, interests and goals and able to make use of learning strategies, are much more motivated than passive learners. Self-determination and self-regulation are qualities that considerably enhance learning motivation.

Autonomous language learning at the Language Centre at the University of Bremen (FZHB)

Many factors contribute to the enhancement of autonomous language learning at the Language Centre at the University of Bremen *:

1)   EPOS, an electronic portfolio with the three parts of the European Language Portfolio, applicable both to language classes and to autonomous language learning in the Self-Access Centre of the FZHB, currently in use in schools, universities and further education

2)   A diversified class-independent tutorial programme, available for all the languages offered in the Self-Access Centre (SLZ) in book or electronic form, offers advisory and expert service, peer-learning and project-based learning and also organises tandem learning. The tutorial programme assists students during their whole learning path.

The combination of the tutorial programme and EPOS proved to be the key element to motivation: already during the pilot phase (October 2007 – March 2008), some 1800 students have booked a place in the Self-Access Centre to study autonomously. Thanks to EPOS and the tutorial programme, more students have the opportunity to be accepted in the language centre than in regular classes.

Another important factor that contributes to motivating language learning at the FZHB is the extremely rich choice of available languages: 17 languages are offered in classes and more than 150 language learning programmes on CD-ROM from over 40 languages are available for the students in the Self-Access Centre. EPOS and the tutorial programme also offer other motivating factors: independent learning allows students to obtain credit points and prepares them for official recognised exams by the Instituto Cervantes, the Institut Français and the Goethe Institut.  But, as the authors of the Bremen case study mention, the tutorial programme with “the peer- and project-based learning has a great fun factor for students. As such [...] it is extremely motivating for autonomous learning” (part 1.1 of the Bremen case study).

Worth mentioning is the fact that European and non-European universities and schools have shown interest in EPOS and the tutorial programme and some have also adopted them.

This post mentions only some aspects of the Bremen case study. I hope that I could arouse your interest and made you want to find out more about it.

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*The University of Bremen also offers language training to other public higher education institutions in the state of Bremen and collaborates with the university of Oldenburg, the private  Jacobs University and also with the Instituto Cervantes, the Institut Français and the Goethe Institut.

References:

Bärbel Kühn, Astrid Buschmann-Göbels & Rüdiger Fehse: “The implementation of EPOS, a Web-Based Learning-Platform for the ELC-ELP and other Validated ELP-Version within a Tutorial Programme in Combination with Language Courses at the University of Bremen”,  www.molan.info/case-studies/innovative-teaching-and-learning-practices1/fremdsprachenzentrum-der-hochschulen-im-lande-bremen.

Ema Ushioda, 2008, “Motivation and good language learners”, in Carol Griffiths (ed.), Lessons from Good Language Learners, Cambridge, University Press, 19-34.