A doctoral thesis investigating strategies that can help ESOL learners develop the ability to self-direct their learning of English outside of the classroom.
This study explores whether Individual Learning Plans (ILPs) and goal setting methodologies can be re-engineered and ‘de-institutionalised’ to foster learner autonomy and promote out-of-classroom learning.
This study investigated whether goal setting methodology could work in community ESOL classes, by offering an alternative to Individual Learning Plans. To this effect a group of of 12 adult learners were asked to keep a 'goals diary' containing SMART objectives that they were to identify themselves. These were discussed with fellow learners to encourage peer learning, and negotiated with the teacher. It was felt that adopting this approach, and the setting of weekly goals, led to an increase in language use outside of the classroom, an increase in confidence, greater autonomy and improved language skills.
ETF/sunCETT MPhil, Practitioner Research Programme