Autonomous Language Learning Process

Abstract

Reading is one of the most important skills that foreign language learners must master. Also, the ability to read and comprehend a text is crucial to success in any kind of educational and professional process. Proficiency in reading is a key target of education and a major prerequisite for learning. Importance of reading in an academic context leads to various studies in this field. This study is an attempt to investigate, whether two new approaches (thinking together and autonomous language learning) have any significant effect on pre-intermediate EFL learners’ reading comprehension or not, and if the answer is positive which of them is more influential. To fulfill the purpose of the study, 90 male and female students, studying

After World War II, many social changes occurred and people became more active in their learning. The world changed into a safe place and people wanted to take part in their education processes. Therefore, the need for a new method was felt (Riihimaki, 2013). Autonomous Language Learning first entered the field of language teaching by the CRAPEL project in 1971 at the University of Nancy, France. Many believe that Yves Charlon, who was the founder of the CRAPEL project, is the father of autonomous language learning. Unfortunately, he died soon after and Henri Holec became the leader of the CRAPEL project (Smith, 2015). This project was based on the idea that self-access to second language materials would offer learners the best opportunity for progress. Holec (1979) pointed out that the basic methodology for learners’ training should be based on discovery, which means learners should have the ability to discover the rules with or without the help of teachers or even other

This helped autonomous language learning to move away from a grown up setting into a school setting. Although Dam was working with unmotivated learners, he proceeded to develop autonomous learning methods with wonderful successful results. Also other movements were seen in other European countries. Finland in the same year started a project which was called ALMS in the language center of Helsinki University that ended successfully (Riihimaki, 2013). Also, Kumaravadivelu (2001), who is a famous figure in the post-method era, divided this approach into two other approaches, Narrow and Broad. By Broad, he pointed to acceptance of the approach that respect people 's freedom and empowers them. By Narrow, he meant attention just on the pedagogical dimension of