Abstract:

Recent years have been characterized by a shift from traditional teacher-centered instruction to learner-centered instruction, which is built on the principles of constructivism. The constructive approach (in contrast to the instructive approach) is essentially student-centered. It implies a student-based curriculum that encourages active learning, participation, critical thinking, and problem solving. One of the key concepts of the approach is ‘learner autonomy’, which is sometimes wrongly assumed to imply that students are learning alone and without any involvement on the part of the instructors. In reality, however, it is characterized by students learning together with peers and so the core of learner autonomy is therefore peer collaboration and interaction, which can be achieved through various cooperative learning strategies.

To this end, the paper dwells upon learner autonomy and cooperative learning as part of a shift towards student-centered learning. The major principles of cooperative learning are studied, namely: maximal peer interactions, equal opportunity to participate, individual accountability and positive interdependence. Examples of grouping strategies and specific instruction tools for an English language classroom are provided. The paper also touches upon cooperative learning challenges followed by recommendations on how to avoid them.

Thus, the paper aims to promote the importance of cooperative learning strategies to nurture language learner autonomy, to outline its principles and to provide recommendations on its implementation in ELT.

Keywords:

Constructive approach, student-centered learning, learner autonomy, cooperative learning strategies, grouping strategies, peer interaction.