Abstract:

The concept of learner autonomy and explicit instruction of critical thinking is gaining increased popularity within the context of the foreign language (FL) learning research and practice community, including at the Defense Language Institute Foreign Language Center (DLIFLC).

There is a significant positive relationship between autonomy and the critical thinking ability of learners. Moreover, according to research results, adult learners with high autonomy levels had higher listening and reading comprehension.

The multidimensional nature of the teaching and learning processes makes it incredibly complicated to cover all the aspects of Second Language Acquisition (SLA), including the process of fostering learner’s autonomy and building in opportunities for students to find connections in learning (including use of analogies, use of real-life situations with complications, interaction among students, and reflection time).

Therefore, the purpose of this presentation is to explore and summarize the most recent research findings on only two concepts: learner autonomy and critical thinking skills in FL learning. Learner autonomy is sometimes confused with the concept of self-instruction or independent learning.

Autonomous learning includes a learner’s desire and ability to make decisions, and self-regulated strategies, including controlling one’s learning. It has a significant impact on the ability of students to think critically. It paves the way for the development of the much-needed 21st-century skills: the4Cs of communication, collaboration, creativity, and critical thinking. Based on the research, it is possible to conclude that one of the most significant gains of autonomous learning is increased motivation.

In addition to personal factors, including curiosity, confidence, and perseverance, curriculum design is also a key factor in promoting critical thinking. Those learners with well-cultivated critical thinking skills would be able to understand the links between ideas, determine the importance and relevance of arguments and ideas, identify inconsistencies in reasoning, approach problems consistently and systematically, and finally, reflect on the justification of their own assumptions, beliefs, and values.

The presenters will list and provide practical examples of activities to develop:
- Critical reading strategies: annotating, contextualizing, outlining, summarizing, exploring the figurative language, and looking for patterns of opposition
- Critical listening strategies: defer judgment, summarize, predict, evaluate, analyze, and synthesize the information

Keywords:

Learner autonomy, critical thinking, language learning strategies, listening, reading.