English Australia Journal : English Australia Journal 32.1
Volume 32 No 1 79 English Australia Journal directly impact their own progress. This gives them a greater sense of control over their learning outcomes, another key aspect of learner autonomy (Thanasoulas, 2000, p. 1). Maintaining personal dictionaries In future classes, the teacher may check learners’ personal dictionaries, offering minimal correction or feedback as necessary. While the learner is responsible for their personal dictionary and how they use it, feedback from the teacher offers assurance that what they have recorded has been checked by someone in a position to offer expert feedback and is therefore accurate. It is also helpful to occasionally mention personal dictionaries in future classes when a potential new category becomes apparent or to remind them that it is a great way to record and revise common errors. Teachers may also note phrases that collocate along longer lexical chunks as candidates for inclusion, as learners tend to focus on single words or short multi-word phrases. Outcomes The main positive outcome I have noticed is that learners who engage with the idea of personal dictionaries tend overall to perform better, show higher rates of retention and in many cases get higher scores on the IELTS test than those who choose not to (although, it is possible that learners who were highly organised and motivated to begin with would have done well regardless). Also, scaffolding the creation of personal dictionaries allows teachers to incorporate learner autonomy into almost any classroom, even ones where the curriculum or institution precludes its inclusion in in-class activities, an issue noted by Scharle and Szabó (2000, p . 5) and merç (2015, p . 380). Furthermore, even the most authority- oriented learner, who may otherwise resist learner autonomy training (Lee, 2008, p. 351), can hardly argue that they are not responsible for the maintenance of their own notes. Conclusion The idea of maintaining notes is not new, and teachers have been searching for ways to implement learner autonomy for some time. The key point to reflect on, then, is that the study skill of note management is not addressed often enough in ESL classrooms despite the fact that teaching student-led note management is not only a way to promote learner autonomy in a specific way, but may also aid retention.
English Australia Journal 31.2
English Australia Journal Volume 32.02