Description
From Heterogeneity to Empowerment: Building Student Autonomy in the Language Classroom for Successful Transitions
Background
The transition from secondary to higher education presents significant challenges for many students, particularly in language learning. At the University of Namur, first-year English courses reveal a wide heterogeneity of proficiency levels—ranging from students with no formal English education to those returning from immersive experiences abroad. This diversity exacerbates the difficulties of adapting to new learning environments and expectations.
Research highlights that autonomy—the ability to self-regulate learning—is critical for overcoming these challenges. However, many students lack this skill upon entering higher education. A study by Decleire, Fiévez, and Houart (2019) underscores the cultural and learned nature of autonomy, demonstrating its strong link to persistence, motivation, and academic success.
To address these issues, we designed a comprehensive framework integrating self-regulated learning strategies, flipped classrooms, and a flexible classroom environment. This project empowers students to take ownership of their learning journey, fostering motivation, engagement, and success.
Aims
The project aims to:
Reduce learning disparities among first-year students.
Develop autonomy and self-regulation as key learning competencies.
Enhance motivation and persistence, critical to academic success.
Create a flexible and inclusive learning environment to support diverse learners.
Provide a scalable framework adaptable to other disciplines and institutions.
Methods
Our approach combines several complementary strategies:
Diagnostic Testing:
At the start of the year, students complete an adaptive online diagnostic test to determine their language proficiency (reading, listening, grammar and vocabulary). This data allows for targeted support.
Flipped Classroom:
Students engage with pre-class activities, such as videos, grammar exercises, and vocabulary tasks, allowing in-class sessions to focus on collaborative and differentiated learning.
Self-Regulated Learning Framework:
Inspired by Houart’s self-regulated learning model, we structured activities around five phases:
Goal-Setting: Students define objectives based on task requirements and their abilities.
Planning: They outline steps, strategies, and resources for completing the task.
Monitoring: Students pause to reflect on progress and identify challenges.
Analyzing: They assess difficulties, compare outputs with expectations, and evaluate strategies.
Adjusting: Students adapt their methods to overcome challenges and improve future performance.
Flexible Classroom Model:
We designed a modular in-class environment where students choose activities (individual, group, or paired) aligned with their needs and objectives. This fosters autonomy, collaboration, and differentiation while accommodating students with specific needs. Evaluation and Feedback:
Reflexive questionnaires and formative assessments help students evaluate their preparation, strategies, and outcomes, fostering continuous improvement.
Results
The first version of the project, involving 698 first-year students involved in flipped classroom activities, produced the following key outcomes:
Improved Autonomy:
Students reported enhanced ability to set goals, monitor progress, and adjust strategies. They felt more confident and motivated in their learning.
Better Academic Performance:
Those engaging actively with pre-class and in-class tasks demonstrated significant improvements in language proficiency and overall performance.
Increased Motivation and Persistence:
The structured approach improved students’ motivation and persistence, particularly among those struggling to adapt to independent learning.
Inclusive Learning:
The flexible classroom model effectively supported students with specific learning needs, providing alternative pathways to success.
Positive Feedback from Educators and Students:
Educators reported greater engagement in class, while students appreciated the structured yet flexible approach, which supported various learning styles.
Key takeaways include:
Gradually scaffolding autonomy-building activities empowers students to manage their learning.
Differentiated and flexible approaches accommodate diverse needs, fostering inclusivity.
Structured methodologies enhance both motivation and academic outcomes.
The framework is not only effective for language learning but also transferable to other disciplines, providing a scalable solution for higher education institutions aiming to support student success.
Discussion Questions
How can higher education systematically integrate autonomy-building strategies across disciplines?
What are the challenges of balancing structured guidance with student independence in fostering autonomy?
How can flexible learning environments address inclusivity while maintaining academic rigor?
What role does motivation and persistence play in achieving first-year success, and how can educators foster these traits?
How can this model be adapted or scaled to support large student cohorts in other universities?
| Période | 26 mai 2025 → 28 mai 2025 |
|---|---|
| Type d'événement | Colloque |
| Emplacement | Leuven, BelgiqueAfficher sur la carte |
| Degré de reconnaissance | International |