Development of Language Learner Autonomy in Adaptive Learning Systems

This study investigated affordances offered by adaptive learning systems (ALS) for the development of L2 learner autonomy, as well as potential constraints that prevent such development. Using the tenets of activity theory (Basharina, 2007; Blin, 2004; Engestršm, 1999, 2001; Lantolf & Thorne, 2007), this study examined the use of two ALS by 35 learners of Spanish enrolled in beginning and intermediate-level Spanish courses. The data comprised learners' responses to an online survey, semi-structured interviews, and focus groups administered at two different points in the semester. Results revealed that the division of labor and the rules embedded in the design of the two ALS offered both affordances and constraints for developing learner autonomy.

Presenters:

• Dr. Ruslan Suvorov is Language Technology Specialist at the Center for Language & Technology, University of HawaiÔi at Maønoa. His research interests lie at the intersection of applied linguistics and instructional technology and design, with the focus on language assessment, eye tracking, and blended and online learning.
• Dr. Adolfo Carrillo Cabello is Professional Development Specialist at the CLA Language Center, University of Minnesota. His research interests include intercultural communicative competence, foreign language pedagogy, materials development, and online and distance learning.

This presentation is cosponsored by the CLA Language Center.