How can we create
“a supportive and encouraging learning environment which can help to lower anxiety filters and challenge students to consider new or alternative methods of learning.”
(McCarthy, 2013 kindle loc 4662)? That is the question that I consider in this post, a question that I have been exploring since doing a module on Multimedia and Independent learning, as well as one on Materials Development at
as part of my M.A. in ELT. It is also one of the questions that formed the basis of the webinar on Learner Autonomy that I did in collaboration with the British Council Teaching English group.
Learner autonomy is complex and multi-faceted, as this diagram shows:
This diagram shows the range of levels on which learner autonomy can operate. My post will focus on “independent use of learning resources“, “independent use of learning technologies” and “