Essential Reading Reflection for session 11

Schwienhorst, K. (2003). Learner Autonomy and Tandem Learning: Putting Principles Into Practice in Synchronous and Asynchronous Telecommunications Environments. Computer Assisted Language Learning, 16(5), 427-443.

It first clarifies the misconception of “learner autonomy”.It discusses three different approaches to learner autonomy: an individual cognitive perspective which focus on reflection and awareness; a social-interactive perspective which focus on interaction; an experimental-participatory perspective which focus on involving the learner in creating less stressed learning environments and experiment with cognitive tools.
Then, it introduces tandem learning as an implementation of learner automomy principles. The main principles of tandem learning are learner autonomy, reciprocity, using bilingualism.


Synchronous and asynchronous telecommunications environments are just like chatting in a chat room and sending emails to others respectively.

I think social interaction approach is very common in HK’s classroom. We can have asynchronous and/or synchronous communication modes with the NET and peers. HK’s schools almost promote project-based group work to encourage personally meaningful interaction.