How students react to the power and responsibility of being decision makers in their own learning

Abstract

Students are rarely given the opportunity of being decisionmakers in class, and when they are, they may feel unsure of how to organize their own learning. However, over time they come to appreciate the benefits of a more active engagement in learning English. In this paper, I describe a procedure based on Exploratory Practice (EP) for guiding students in the investigation of their own learning, and use students' journals, worksheets and course feedback to show their reactions to the experience. Discussion focuses on two main areas. The first is the importance of seeking understanding, rather than trying to find solutions to problems that may disappear once they are understood. The second is the advantage of building on students' strengths rather than limiting attention to their weaknesses. Some concerns about using EP with learners are discussed, for the benefit of teachers who would like to experience practitioner research in the future.