Autonomy, new technologies and EAP. Introduction (2)

The first topic we're going to examine in this module is the relationship between autonomy, new technologies and EAP. This might appear a strange way to begin the module. So, perhaps a little explanation is in order. (If you prefer to download this post rather than screen read click here)
There are a number of reason why I have chosen to start with autonomy. Firstly, (see Motteram, 1997 for more on this) there has always been a preceived link between the use of new technologies for language learning and autonomy:

New educational technologies are often perceived simultaneously as both a promise and a threat. The new technologies of language learning have tended to latch on to autonomy as one justification for their existence. Computer software for language learning is an example of a technology which claims to promote autonomy simply by offering the possibility of self-study. Such claims are often dubious, because of the limited range of options and roles offered to the learner. Nevertheless, technologies of education in the broadest sense (from the textbook to the computer) can be considered to be either more or less supportive of autonomy.
Benson and Voller (1997: 10)

What is interesting in the literature is the ambiguity regarding whether the use of technology develops autonomy in learners or whether learners have to have developed their autonomy in order to be able to use and exploit new technologies effectively.

The second reason for starting with autonomy is that the use of new technologies in EAP requires some kind of meta-reason for its use. By this I mean there has to be some underlying reason or reasons for the use of any tool, text, methodology, technology, assessment (the list could go on!) in teaching EAP. Our beliefs, attitudes, knowledge, ideologies, experiences, roles, and identities (for example) define our approach to teaching and inform the choices we make as teachers and learners (and for our students). Pedagogies for autonomy offers, I believe, strong theoretical foundations for teaching EAP, the use of technologies in EAP and also for evaluating the effectiveness of technologies in EAP. We could have started with SLA as providing foundational reasons for analysing the use of technologies (we will be looking at this later on the module) however, I think SLA provides only partial support for the use of particular technologies in EAP.

The third reason is that EAP has always been closely associated with critical thinking (the development of generic and transferable intellectual skills and dispositions). Autonomy too has long been associated with critical thinking (in terms of developing metacognitive strategies for example) and it could be argued that the key objective in teaching EAP is to develop, foster, model, promote (choose the verb you prefer!) student autonomy.

This topic is organised as follows:

1. Define autonomy;
2. Explore some of the major issues in defining autonomy;
3. Investigate ways of promoting student autonomy;
4. Develop an understanding of the relationship between autonomy and new technologies;
5. Analyse the theoretical arguments that promote the use of new technologies to facilitate student autonomy;
6. Look at three types of technology and the ways in which these technologies support autonomy
a. Asynchronous Communication
b. Synchronous Communication
c. The World Wide Web;
7. Assess the obstacles to promoting student autonomy using new technology from two perspectives
a. Students
b. Teachers;
8. Develop a tutor profile to promote student autonomy in on-line environments;
9. Examine ways in which on-line environments can be evaluated in terms of supporting students’ autonomy,
10. and critically examine some of the most popular EAP websites

The next post will look at definitions.
Alex