Learner Autonomy, Agency, and Affordances: Multiple Case Studies of the Out-of-class English Learning of Highly Proficient University Students in Hong Kong.

摘要

The present study examined how six highly proficient local learners of English exercised agency, coped with constraints, and took advantage of affordances, at varying degrees, in out-of-class contexts throughout their secondary education and first two years of tertiary studies. The study traced their autonomous learning trajectories and the findings suggested ways to help local learners foster greater autonomy.;A largely qualitative, mixed-method, multiple-case study design was adopted. By way of a survey, the six case participants were selected from a pool of 78 proficient tertiary English learners at a Hong Kong university. They were asked to provide a retrospective account of their English learning experiences through semi-structured interviews and a language learning journal.;The findings showed that, at the secondary level, they were not autonomous. Most of their out-of-class learning activities, if any, were directed by others (e.g. parents, teachers). Some participated in instrumental yet interest-driven out-of-class learning, through which they started building their agency; however, such kind of participation was limited. They encountered difficulties adjusting to the demands placed on them at university; thus, they experienced periods of frustration. To do well at the tertiary level, they participated in more self-initiated out-of-class learning. Taking more steps towards learner autonomy, they made an effort to negotiate multiple identities and strengthen their psychological capacity. A few case participants who had more out-of-class learning experiences adapted better to the self-learning mode; the rest still struggled with autonomous learning.;Based on the findings, a model was developed to illustrate a contextualized understanding of out-of-class learning in relation to learner autonomy, taking both aspects of participation and initiation into consideration. While self-initiated activities and voluntary participation in other-initiated activities can help foster autonomy, the impact of authority-directed activities on autonomy depends on how far one exercises agency to control the task. The present study further suggested that fostering learner autonomy is a spiral, recursive process. Agency, affordances, out-of-class learning, and the environment interact with each other, as both means and products in a cycle. It is unrealistic to demand that local learners become autonomous overnight. However, they can enter the cycle and develop agency through committed participation in interest-driven activities. Persistent engagement can help strengthen the interlocking links in the cycle. The present study further suggested that teachers should allow more freedom and flexibility for local learners to develop learner autonomy. Local students should invest in interest-based English activities and build up agency to sustain lifelong English learning.