Encouraging autonomy with an online language support system

Abstract

In this article we describe the results of a small study into the implementation of a new institutional language support system in an academic English class at a Thai University. The system was designed to encourage out-of-class learning and to develop autonomous learning skills. As a pilot project, access to the program was offered to one group of students as part of their regular classroom course. We report the amount and type of student usage of the program and in particular the extent to which learners made use of those features of the program designed to encourage self-directed learning. It was found that fewer students used the program than had been expected and that those students who did use it, used it in limited ways. In this article we describe these usage patterns and identify some possible reasons for them. The results may help others in implementing online language support.