Abstract:

Learner autonomy (LA), is a key criterion for successful language learning. Included among the criteria for LA are learner choice, a supportive environment and the opportunity for self-assessment. Ultimately, autonomous learners should be able to act not just independently, but interdependently. However, this is not always possible in teacher-dominated classrooms, and ever-increasing student numbers. Classroom materials are also hardly conducive to much interaction or interdependence, as they are often only textbook-based.

In this regard, a group of pre-service teachers in a university English methodology class was tasked to design digital materials which would promote learner autonomy. The focus paper is an examination of the digital materials, in an attempt to review the extent to which they promote autonomy. The study asks questions such as: How do pre-service English engage with digital materials? What is the impact of these digital materials? The paper uses the theories of Brian Tomlinson on materials development and design, and Kress and van Leewen on visual texts.

Keywords:

Digital materials, visual materials, multiliteracies, multimodality, English, learner autonomy.