Computer-based materials: a study of learner autonomy and strategies

This paper reports on a study which examines the extent to which specified cognitive, social, andmetacognitive strategies, are used by language students when working with computer-based materials(CBMs), in self-study contexts outside of the language classroom; particularly in a self-access centre(SAC). Data were collected using questionnaires, interviews and snap-shot observations fromEnglish as a Foreign Language (EFL) students enrolled on a summer course at a British Higher EducationInstitution (HEI). The data identify the frequency with which students use a SAC and thevalue they attach to computers for language learning. The data then examine the types of strategiesstudents use and the extent to which learner autonomy is being fostered. The vast majority of participantswere found to have positive attitudes towards computer-based material (CBMs) and languagelearning despite frequent use of L1, furthermore they were found to use cognitive strategiesand to apply metacognitive awareness in their use of such CBMs. Students believed CBMs assistedwith learning and demonstrated conscious applications of a range of strategies while learning in anelectronic environment. However, the study also found that less than half the students used socialstrategies in the target language and this raises a number of issues