AUTONOMY Issue 87

ISSN 2412-6640

AUTONOMY THE NEWSLET TER OF THE LEARNER AUTONOMY SPECIAL INTEREST GROUP

M AY 2 0 2 6

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Lienhard Legenhausen: Selected Academic Works

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A mindfulness perspective in language learning and in the professional selfcare of language learning advisers and teachers

ISSUE 87

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The Sage on the Stage: Is AI destroying or encouraging Learner Autonomy?

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Student voices on learner autonomy

Price: £ 6.50 | Free to LASIG members

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AUTONOMY

Issue 87 | May 2026 | ISSN 2412-6640 Publisher: IATEFL, 2-3 The Foundry, Seager Road, Faversham, ME13 7FD, Kent, UK

IN THIS ISSUE

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IN MEMORIAM – LIENHARD

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A MINDFULNESS PERSPECTIVE IN LANGUAGE LEARNING AND IN THE PROFESSIONAL SELF-CARE OF LANGUAGE LEARNING ADVISERS AND TEACHERS

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THE SAGE ON THE STAGE: IS AI DESTROYING OR ENCOURAGING LEARNER AUTONOMY?

Lienhard Legenhausen: Selected Academic Works Letters to Lienhard

STUDENT VOICES ON LEARNER AUTONOMY Young people’s experiences with languages

Interview about developing learner autonomy

Freedom Writers by Richard LaGravenese: A review Autonomy in action

How autonomy is essential for students

Copyright Notice Copyright for whole issue IATEFL 2026. IATEFL retains the right to reproduce part or all of this publication in other publications, including retail and online editions as well as on our websites. Contributions to this publication remain the intellectual property of the authors. Any requests to reproduce a particular article should be sent to the relevant contributor and not IATEFL. Articles which have first appeared in IATEFL publications must acknowledge the IATEFL publication as the original source of the article if reprinted elsewhere. Published by IATEFL, 2-3 The Foundry, Seager Road, Faversham, ME13 7FD, UK. www.iatefl.org.

Disclaimer Views expressed in Independence are not necessarily those of the editors, of IATEFL LASIG, of IATEFL or its staff or trustees.

Cover Photo: Djalal Tebib | Editorial Design: Islam Farid | Bio photos provided by the authors

If you are interested in writing for Autonomy, please get in touch with the editorial team.

LETTER FROM THE EDITORS Lesley Fearn, and Tracie Mac Kenzie | LASIG Autonomy Editorial Team

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elcome to the 87th issue of Autonomy. As editors, it is always a pleasure to bring together contributions from across our international community, but this issue marks a moment of transition for LASIG. It is the first issue following a series of important changes within our group, including new leadership, new ways of communicating with our members, and the loss of a much-valued colleague and pioneer in the field of learner autonomy.

We would first like to warmly welcome our new LASIG Coordinator, Sandro John Amendolara. In his letter to readers, Sandro reflects on the strength of our international community and thanks his predecessors, Lawrie and Giovanna, for their dedication and leadership. He also looks ahead to the upcoming IATEFL conference in Brighton, where LASIG will host a joint Pre-Conference Event with TEASIG and a showcase of talks and workshops exploring autonomy in a range of contexts. These events offer valuable opportunities to exchange ideas, share experiences, and strengthen the connections that sustain our global network.

This issue also includes a special section dedicated to the memory of Lienhard Legenhausen, one of the pioneers of learner autonomy and a long-standing member of the LASIG community.

Many readers will remember Lienhard not only for the depth and influence of his research, but also for his generosity, humour, and enthusiasm for collaboration. His work, including the influential LAALE project, played a central role in shaping classroom-based understandings of autonomous language learning and its relationship to practice.

The tributes included here remind us that Lienhard’s legacy extends far beyond his publications.

Colleagues recall his warmth, openness, and his remarkable ability to make others feel welcome within the learner autonomy community. Through these memories we see not only a respected scholar, but also a mentor, colleague, and friend whose influence continues to inspire many of us in our work today.

IATEFL LASIG Newsletter Issue 87

This issue also explores new perspectives on learner autonomy in contemporary educational contexts. Marina Mozzon-McPherson’s article introduces a mindfulness perspective on language learning and professional self-care, highlighting how attention, awareness, and wellbeing can support learners and teachers alike in developing reflective and self-regulated learning practices.

She also shares a useful lesson plan that can help teachers bring mindfulness into their professional practices. There is also an article reflecting on the relationship between artificial intelligence and learner autonomy, considering how rapidly developing technologies may reshape the distribution of authority in the classroom and create new opportunities for learner agency and responsibility.

Finally, this issue features a special section written by secondary school students who reflect on their own experiences of learner autonomy. Through essays, narratives, interviews, and reviews, these students offer a rare glimpse into how autonomy is experienced from the learner’s perspective.

Their voices remind us that autonomy is not only a theoretical concept, but something that develops through classroom practice, meaningful experiences with language, and opportunities to make decisions about one’s own learning.

We hope you enjoy this issue and find inspiration in the work and reflections shared here. If you are attending the IATEFL conference in Brighton, we look forward to seeing many of you there and continuing the conversation about learner autonomy in person.

With warm wishes.

Lesley June Fearn & Tracie Mac Kenzie Sarti Editors, Autonomy

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LETTER FROM THE COORDINATOR Sandro John Amendolara | LASIG Coordinator

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s the new LASIG Coordinator, I would like to begin by thanking my predecessors, Giovanna Tassinari and Lawrie Moore, for their commitment to LASIG and for the organisational expertise with which they coordinated the committee, of which I have been a member since 2016. Giovanna and Lawrie have done so much for LASIG, bringing people together whilst maintaining the supportive and inspiring character of our community. I am also personally grateful for their support over the past year, during which I had the opportunity to shadow them and learn from their experience. Their enthusiasm for the field of learner autonomy has helped sustain the energy and direction of LASIG. I would of course also like to thank our diligent LASIG committee members, who give their time and expertise on a voluntary basis. Their hard work, reliability, and camaraderie make our activities, events, and publications possible.

LASIG is a truly global community, and its strength comes from the many ways members engage, both directly and indirectly. The exchange of ideas, perspectives, and mutual support across contexts continues to give our work visibility and relevance. At a time when learners are navigating rapidly changing educational environments, including the growing presence of AI, the importance of learner autonomy is more evident than ever.

We are now looking ahead to IATEFL Brighton 2026, where our joint TEASIG– LASIG Pre-Conference Event (PCE) will explore the theme Promoting autonomy in and through assessment. The programme brings together perspectives on learner agency and the CEFR Companion Volume, practical approaches to self-assessment, institutional developments in assessment for autonomy, and ways of engaging learners more actively in the assessment process.

Our LASIG Showcase will highlight the breadth of our international network.

Through a series of talks and workshops, presenters from around the world will share their work and explore a range of themes and current issues in learner autonomy. The LASIG showcase offers an opportunity to learn from different contexts, exchange ideas, get practical pointers, and strengthen the connections that sustain our global community. If you are attending the IATEFL conference, we warmly encourage you to join us at our learner autonomy events, take part in the discussions, network, and (re)connect with colleagues.

This issue of Autonomy includes a special section dedicated to the memory of a pioneer in the field of learner autonomy, Lienhard Legenhausen. His dedication, generosity, and remarkable expertise touched and inspired so many, leaving a lasting impression on all who had the privilege of knowing him. On a personal note, I was fortunate to meet Lienhard at many IATEFL conferences and Nordic Workshops over the years. I will always remember his warmth, his sense of humour, and his quiet authenticity. Lienhard had a rare ability to make others feel both welcome and valued, and conversations with him were always enriching, often accompanied by his characteristic wit.

His contributions to the field of learner autonomy are an enduring part of his legacy, but it is the kindness and humanity he brought to our professional community that many of us will remember most. He will be deeply missed.

John Amendolara teaches a range of English courses at the University of Helsinki, Finland, including Autonomous Language Learning Modules (ALMS) and Academic and Professional English for Bachelor’s students, Academic Writing for English-medium Master’s students, and advanced English courses such as Oral Fluency and Intercultural Communication. Learner autonomy forms a central component of his work in ALMS and informs aspects of his broader teaching practice, particularly in encouraging students to develop greater agency in their learning, engage in reflective practice, and cultivate habits of continuous and lifelong learning.

Reflecting this interest, he has been a member of the Learner Autonomy SIG (LASIG) committee since Spring 2016 and currently serves as LASIG coordinator.

I hope you enjoy this edition, and I look forward to meeting many of you in Brighton.

Warm regards.

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IATEFL LASIG Newsletter Issue 87

FEATURES | IN MEMORIAM – LIENHARD

LIENHARD LEGENHAUSEN: SELECTED ACADEMIC WORKS Lesley June Fearn | LASIG Autonomy Editorial

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s many of us already know, one of the founders and icons of IATEFL’s LASIG passed away on 2 January 2026. Lienhard Legenhausen will be greatly missed by the many people who loved him, and by the academic community, where he remained actively engaged until the end. His research played a central role in shaping classroom-based understandings of learner autonomy, second language development, and the relationship between theory and practice. Much of this work grew out of the LAALE (Language Acquisition in an Autonomous Learning Environment) project, which remains one of the most sustained empirical investigations of autonomous classrooms. For this reason, we begin this section, Letters to Lienhard, with a list of his selected academic works and a link to where readers can access them. In addition, we are publishing a symbolic selection of letters from LASIG volunteers who were fortunate enough to have known Lienhard through IATEFL international conferences and other professional gatherings.

A simple search on Google Scholar returns a long list of Lienhard’s publications, so we have selected some of his most well-known papers and books and provided a QR code so you can easily access the official source, where available. Happy reading.

You can also read about him in Jo Maynard’s blog: ‘Honouring Lienhard Legenhausen’ LINK

In German by Stephan Gabel and Markus Kötter. LINK

Journal Articles Legenhausen, L. (1999). Language acquisition without grammar instruction? The evidence from an autonomous classroom. Revista Canaria de Estudios Ingleses. LINK

IATEFL LASIG Newsletter Issue 87

Lienhard Legenhausen is Professor Emeritus of Language Pedagogy and Applied Linguistics at the University of Münster, Germany. His research interests include the study of learner language, technology-enhanced language learning as well as learner-centred approaches to classroom learning/ teaching. Together with Leni Dam, Denmark, he started the LAALE project (Language Acquisition in an Autonomous Learning Environment) in which they systematically observed the linguistic development of a class of Danish mixed ability learners over a period of four years. For the last 12 years he has taught methodology courses and linguistics in the English and German departments of the National University of Cherkasy, Ukraine. He became a member of the LASIG committee in 2008, and was a joint coordinator together with Leni Dam for six years.

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Books and Book Chapters (Edited Volumes) Little, D., Dam, L., & Legenhausen, L. (2017).

Language learner autonomy: Theory, practice and research. Bristol: Multilingual Matters. LINK

Dam, L., Legenhausen, L., Paran, A., & Sercu, L. (2010).

Learners reflecting on learning: Evaluation versus testing in autonomous language learning. In A. Paran & L. Sercu (Eds.), Testing the untestable in language education (pp. 120–139). Bristol: Multilingual Matters. LINK

Dam, L., Legenhausen, L, Paran, A., & Sercu, L. (2010).

Learners reflecting on learning: Evaluation versus testing in autonomous language learning. Testing the untestable in language education, 120-139. LINK

Legenhausen, L. (2010). Group work, weak learners and the autonomous classroom: Indirect support for the interaction hypothesis. Language learner autonomy: Policy, curriculum, classroom, 29-44. LINK

Editor’s note Many of the works listed above are published in edited volumes or specialist journals. Where full texts are not openly available, readers are encouraged to access them through institutional libraries, interlibrary loan services, or the publishers’ websites. These publications may represent only a small selection of his substantial contribution to the field, but they offer an entry point into the depth, rigour and generosity of his scholarship.

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IATEFL LASIG Newsletter Issue 87

LETTERS TO LIENHARD Annette’s letter To Lienhard, You have indeed inspired me, given me so much insight into new perspectives on learning and teaching languages; furthermore, you were such a dear person with lots of humour.

I met Lienhard in 2006 when I did my Diploma in teaching English as a foreign language in Copenhagen to upgrade my education from 1986. Leni was my teacher and consultant. In the module Language Acquisition in Second Language Learning, Leni introduced us to a professor from Münster, who would do a course on analysing learner language - Lienhard Legenhausen:-) Whau! He entered the room with so much energy, enthusiasm, knowledge and inspiration - he was so dedicated - what an honour to meet him and be taught by him. I still have his hands out and notes about error analysis, interlanguage, learner language, learner strategies and approaches to data collection. However, most importantly, Lienhard, together with Leni, gave me new insight and knowledge about learner autonomy and the importance of focusing on the learners´ environment in the classroom. I believe that this insight has had the biggest impact on me in my teaching career.

The lectures with Lienhard were the beginning of many years of friendship through Leni and my membership in LASIG. I will never forget how Lienhard, though very busy, even found time to give me feedback and advice on my report on written skills for the final exam. I was and still am very grateful for that.

Whenever we met at conferences, he showed his interest in what I was doing, and with his cheeky smile asked me if I, by any chance, had carried out some LA research. " So, Annette, when are you presenting something?"

And then, in Graz for the Nordic Conference last year, I kind of got a spark, felt ready and happy to sign up for an action plan with my 7th and 8th graders to be presented in Munich in 2027. Thumbs up from Lienhard:-). I will never forget that.

I wish I could tell him that collaborative writing/reading, authentic discussions about language and the introduction of the logbook have changed the focus from product to process and have given the learners and me in two 8th-grade classes knowledge about their own skills and needs.

The atmosphere has changed in the classroom, their participation is higher, and they seem to take more responsibility in group work. Furthermore, I have experienced a more positive attitude towards others and myself.

Their logbook reflections have given me an important insight towards their awareness of learning, and their writing skills.

Annette is a secondary school teacher from Gentofte, Denmark. She trained at the Teacher Training College in Aalborg, graduating in 1986, and later completed a Professional Diploma in English as a Foreign Language in Copenhagen (2006–2009).

Throughout her career, she has taught Danish, English and Physical Education in a range of educational settings, including public and private schools, vocational institutions such as VUC, and the Social and Healthcare College in Copenhagen. She has also taught English internationally in Vietnam and Slovakia.

Annette currently teaches Danish and English at Fuglsanggaardsskolen in Virum.

Annette Wollesen annettewollesen@gmail.com

They do not like handwriting; however, their handwritten notes are authentic reflections and ideas - very different from the (AI) assignments they handed in online at the beginning of the term. Their spoken English was very good, but most importantly, they seem to have developed their written skills, and they are more aware of their strengths and needs. They are more engaged in class work and their learning; the classes have become more enjoyable for them and for me.

Thank you, Lienhard. I am truly thankful and honoured to have known you, either when participating in the LA environment at conferences or cheering and laughing with you at a pub together with Leni and lovely people from all over the world. You are truly missed.

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Brigitta’s letter I had the great pleasure of meeting Lienhard at several LASIG meetings and two Nordic conferences. He made me, a relative newcomer to the world of language learner autonomy, feel welcome and was more than politely interested in my specific field of work.

I am sure that this kind, friendly, and engaging manner, both on a personal and professional level, was a characteristic many others cherished in him. But Lienhard also became a "resource" and inspiration for my work as an English teacher and teacher trainer through his empirical focus on learner autonomy in language learning at schools.

All who are aware of the grammar focus that English-language teaching has in mainstream classrooms to this very day can and will appreciate the steadfastness with which Lienhard upheld his findings on the effectiveness of the autonomy approach in the language classroom. However, his pioneering research should not only be remembered and honoured.

Let's take it as inspiration for further and new cycles of research into learner autonomy at the school level to support what we all know to be the best approach to language teaching and learning.

Birgitta teaches English at a Montessori school in Munich, Germany, and offers training for primary and secondary language teachers in Germany, Austria, and the Czech Republic. Her focus is on developing the autonomy of young and teenage learners in different school settings. Birgitta has authored and co-authored several books on teaching English according to learner autonomy and Montessori principles.

Birgitta Berger Birgitta13berger@gmail.com

Annika’s letter I remember sitting next to Lienhard at the pre-conference dinner of my first IATEFL conference. His openness and generosity immediately put me at ease and made me feel welcome in the learner autonomy community. He loved to laugh, and his frequent, warm smile made it clear how much he enjoyed both people and ideas, and life itself. He often spoke about his second passion, football. Watching matches together in pubs or restaurants, he would remark, with a smile, that he might have become a football player had circumstances been different. His enthusiasm, whether for sport or for research and practice, was always evident. Lienhard consistently called for renewed longitudinal research in autonomous language learning and remained thoughtfully engaged with questions of inclusion. He not only helped to shape the autonomy community intellectually, but also sustained it through his enthusiasm, collegiality, and deep interest in both people and practice. He will be terribly missed by the whole community.

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Annika, MSc in Organizational and Behavioral Psychology, is a teacher trainer specializing in autonomous language learning and Montessori education.

Annika Albrecht Annika.albrecht@web.de

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Lawrie’s letter I was lucky enough to work with Lienhard for about 10 years as volunteers on LASIG's committee. As many readers know, Lienhard's dedication to the SIG, to IATEFL, and to advancing and promoting learner autonomy was more significant than I can describe in this short piece of writing. His research has bettered the field and has impacted so many lives, including his learners, teachers, and the wider public. But what I want to focus on here is more simple; I want to tell you how fun he was. Any time our paths crossed, there was sure to be jokes told, witticisms shared, and pints of ale drunk.

Lienhard rarely said no to an evening out or a walk around the town, like you can see in this photo in Harrogate during the 2023 annual conference there. I will deeply miss connecting with him whenever our paths crossed.

Lawrie is an English-language teacher, university lecturer, and teacher trainer based in New York and Vienna, Austria. She teaches English as a New Language at the K-6 level, ESP at the graduate and undergraduate levels, and is a CELTA tutor. She holds an MA in Language Education, an MA in Finance, an MBA, and is working on her doctorate in TESOL. Her areas of interest are equity in education, learning communities, and affective aspects of language learning

Lawrie Moore lawrie.moore@gmail.com

Lesley’s letter Dear Lienhard, I first met Lienhard at the Brighton LaSIG meeting in 2018. It was the first time I had ever taken part in an international conference, and I was suffering from imposter syndrome, especially as everyone was so kind to me, Lienhard and Leni in particular. In fact, it was probably they who inspired me to continue my membership, something I have never regretted.

I will always remember Lienhard at the last Brighton conference in 2024, when he sat opposite me and told me about his youth in Germany and the breakdown of the Berlin Wall. It was a fascinating story, and I was completely enthralled.

We will all miss you, Lienhard.

Lesley is a secondary school English teacher in Molise, Italy, and a research fellow with the Open University (UK).

She specialises in qualitative research on learner autonomy, online collaborative learning, and language education

Lesley June Fearn Lesley.fearn@gmail.com IATEFL LASIG Newsletter Issue 87

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Tracie’s letter Dear Lienhard, At the pre-conference dinner for the LASIG PCE in Belfast, I found myself sitting next to a very friendly gentleman. It being my first time at such an event and not being very adept at retaining names upon first hearing, I did not initially realize that I was in the presence of greatness. What I did realize from the very start was that I was privileged to be seated next to a fascinating conversationalist, and one of the most enthusiastic and encouraging people I had ever met. Of course, I did finally put together name and person: it will come as no surprise to hear that my friendly and engaging dinner companion was none other than Lienhard Legenhausen. My first impression was only reinforced with each successive encounter.

Added to Lienhard’s personable approach was his knowledge and passion for learner autonomy, and his tireless promotion of expansion and application of LA in all learning situations, and by all actors involved. He was a true inspiration, both professionally and personally. He has left a legacy, one that we will all continue, but, following his teachings and his example, in our own (autonomous) way.

Lienhard, you are missed.

Tracie teaches courses in academic writing, skills development for academic success and sociolinguistics at Franklin Switzerland. She is actively involved in identifying student needs and tracking student progress in their writing development. Her areas of interest center on learner training, particularly the role of motivation and face validity in learning, effective approaches to the teaching and learning of writing, the impact of writing prompts, and academic preparation as a global process. She has been a member of LASIG since 2021, and serves on the editorial team.

Tracie Mac Kenzie tracie.mackenzie@gmail..com

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IATEFL LASIG Newsletter Issue 87

FEATURES | ARTICLES

A MINDFULNESS PERSPECTIVE IN LANGUAGE LEARNING AND IN THE PROFESSIONAL SELF-CARE OF LANGUAGE LEARNING ADVISERS AND TEACHERS Marina Mozzon-McPherson | Emerita Professor, University of Hull | marinammmcp@outlook.com

Marina has been Professor of Innovation in Language Learning and Teaching at the University of Hull until 2020. She is now Emerita Professor and delivers tailored workshops primarily focused on mindful professional practice and training in advising competences. She has been practising meditation and mindfulness for over 15 years and holds a Neuro-Linguistic Programming and a Mindfulness-Based Stress Reduction (MBSR) qualification.

"If the COVID pandemic taught us anything, it has been, among other things, to create contexts with engaged and mindful pedagogies. In such settings, all participants—students, teachers, and leaders— are better able to balance work/study and life. They can also listen and respond with compassion to signals from the heart and mind, such as anxiety, poor concentration, or weak memory, which often manifest in our bodies and health."

These were my concluding remarks at the 2023 IATEFL conference in Brighton.

And have we learnt?

The Covid pandemic created a deep sense of crisis and emergency, compelling both institutions and academics to adapt and explore alternative ways to support our learners in becoming self-organising, self-regulated social actors able to respond effectively to a rapidly evolving environment.

The effects of the post-pandemic reality are still being felt worldwide across the educational sector.

Students' and teachers’ lives have become, in fact, more brutal and harder-edged, with a related exponential increase in issues of mental health.

Students have been reporting higher levels of drop out, stress, depression and anxiety; likewise, teachers have been experiencing burnout, and lament increased student absenteeism (Jones & Bell, 2025). Furthermore, there has recently been an increasing focus on the additional pressures arising from what is becoming known as ‘AI Brain Fry’ (Bedard et al., 2026), though this is not the subject here.

IATEFL LASIG Newsletter Issue 87

Within this increasingly demanding context, there has been an urgent need to respond with care and mindful pedagogies. Every moment can be lived as a crisis or an emergency; how we respond to these critical moments/incidents is what makes the difference in the quality of our growth. This is where mindfulness can offer an alternative perspective and provide precious tools for selfcare. Furthermore, if integrated into teacher and learner development programmes, leadership training, or advising courses, it has the potential to create powerful communities of lifelong learners and caring citizens.

This short article briefly introduces the benefits and core components of mindfulness, and highlights a few practical mindfulness-based exercises which, when systematically integrated into our teaching practice, can help students calm and focus their minds and enhance the quality of their learning experience.

Every moment can be lived as a crisis or an emergency; how we respond to these critical moments/incidents is what makes the difference in the quality of our growth

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Defining mindfulness

The concept of mindfulness attracts an array of interpretations, definitions and applications. Some practices are influenced by Buddhist traditions and other spiritual meditative disciplines, while yet others embrace a more secular, behavioural approach developed in the field of psychology. I have learnt to combine elements of both in over 15 years of experience as a mindfulness practitioner.

Succinctly, mindfulness is a moment-by-moment awareness of one’s experience without judgment (Kabat-Zinn, 2012).

By observing internal and external stimuli without categorisation or judgement, remaining unattached to outcomes, and developing a basic trust in one’s experience, individuals can potentially create new categories of experience, be open to new information, and embrace different points of view (Rechtschaffen, 2014). This suspended judgement helps us anchor feelings and experiences in a way that allows us to retrieve and apply them systematically.

The moment of transformation comes when we become ready to observe what we do, how we do it, and how we feel when we do it. That explains why we sometimes see students who cannot get out of a particular groove/habit and, no matter how hard they study, they struggle to improve.

This deep awareness often leads to behaviour/ habit change and acts as a new mode of enquiry (Kuru Gönen, 2022).

Equally, when integrated in teacher training, it can help future teachers develop tools to: • Calm and focus their mind • Sharpen their scanning and enhancing of the learning environment.

• Help them manage the stresses of the job • Re-energise both themselves and the classroom environment.

To truly connect with the hearts and minds of our students, we must first connect with our own wellness and presence.

Benefits of mindfulness

Among the benefits researched (Huppert & Johnson, 2010) are improvements in memory, performance, and confidence; reductions in anxiety; and enhancements in self-determination and self-regulation. Furthermore, in classrooms that use mindfulness as a core element of students’ learning experience, students have been observed to transfer material learned to new situations. By contrast, in a world of multitasking and multiple digital technologies, a higher level 12

of divided attention has been reported, leading to a greater tendency toward rote learning rather than deep understanding of tasks, material, and subject knowledge (Zeilhofer & Sasao, 2022).

To truly connect with the hearts and minds of our students, we must first connect with our own wellness and presence.

The core pillars of mindfulness

Intention, Attention and Attitude are some core guiding elements in mindfulness training.

Intention is fundamental to reminding us why we do what we do. Intention evolves as the practice deepens and sharpens as our awareness and insight grow.

Attention is the focus: observing the experience in the moment, suspending all ways of interpreting it. By suspending our judgement, we encourage the other to feel heard, and we help them to learn to hear themselves as they unpick their language learning problems. It also helps us clearly see how culturally and emotionally loaded some of the learners' or our stances might be. This helps us acknowledge them, accept that they are there, and consciously shift the focus to address them as part of the learning process and let them go when ready (Mozzon-McPherson, 2017 & 2019).

Attention is critically important to the mental processing central to learning and needs to be regulated and sustained. Training attention and awareness to bring mental processes under greater, deliberate control fosters general wellbeing and the development of specific qualities such as clarity and concentration (Meiklejohn et al., 2012).

Kabat-Zinn (2012; 2018) identifies nine attitudes we need to bring to attention: Non-judgement, Patience, a Beginner’s Mind, Trust, Non-striving, Acceptance, Letting go, Gratitude and Compassion.

Practising these qualities in how we approach a language task, frame a language activity, or engage with a language class transforms the quality of our commitment and the depth of our learning and teaching/advising experience.

Intention, Attention and Attitude are some core guiding elements in mindfulness training.

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Some examples of mindfulnessbased activities

Mindfulness can be practised through meditation and cultivated through intentional practice of paying attention to our everyday activities, from walking to eating, washing or drying the dishes, cooking, etc. When applied to teaching or advising, these can take many forms, from guided breathing at the start and/or the end of a lesson, to visualisation exercises to focused tasks aimed at scanning, observing, spotting differences, etc. The use of specific instrumental music, kinaesthetic exercises, mantras or intention cards is another example of anchoring mindful activities. If these mindfulness-based activities are framed within a regular pedagogic practice, they can help create a healthier context for learning and provide useful lifelong learning strategies. Below is an example of a mindfulness-based activity I used, with a positive impact on my students’ memory, increased focus, reduced anxiety, and generally better classroom interaction.

Concluding remarks

Did the COVID pandemic teach us anything? It has perhaps, inter alia, helped to create contexts of engaged mindful pedagogies where we are all (students, teachers, leaders) seeking to manage a

healthy life and work/study balance, able to listen and respond with compassion to the signals of the heart and mind (anxiety, lack of concentration, poor memory etc.) often manifested through our body and health.

My personal discovery of meditation over 15 years ago, and subsequent training to become a mindfulness practitioner, have helped me navigate my professional and personal journey into a more harmonious, resourceful and caring one - not only towards my students but also myself. This is why my practice now focuses on integrating self-care and well-being through a mindfulnessbased approach to language learning, teaching, advising, and academic leadership, delivered through tailored workshops.

integrating self-care and wellbeing through a mindfulnessbased approach to language learning, teaching, advising, and academic leadership, delivered through tailored workshops.

References

Bedard, J., Kropp, M., Hsu, M., Karaman, O.T., Hawes J., Keller, G.R. (2026). AI brain fry: Managing cognitive overload in the age of artificial intelligence.Harvard Business Review.

Kabat-Zinn, J. (2012). Mindfulness for beginners: reclaiming the present moment--and your life.Boulder, CO: Sounds True.

Kabat-Zinn, J. (2018). The healing power of mindfulness: a new way of being. New York, NY:Hachette Books.

Huppert, F. A., & Johnson, D. M. (2010). A Controlled Trial of Mindfulness Training in Schools: The Importance of Practice for an Impact on Well-Being. The Journal of Positive Psychology, 5, 264-274. http://dx.doi.org/10.1080/17439761003794148

Jones CS and Bell H (2025) Post-pandemic pressures in UK higher education: a qualitative study of neoliberal impacts on academic staff and the unavoidable truths. Front. Educ. 10:1627959. doi: 10.3389/feduc.2025.1627959

Kuru Gönen, S.I. (2022). Mindfulness-based practices for EFL Teachers. Sample tasks to cultivate mindfulness. Focus on ELT Journal 4(3), 78-93

Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., & Saltzman, A. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307.

Mozzon-McPherson, M. (2017). Considerations on the role of mindful listening in advising for language learning.Zeitschrift für Fremdsprachenforschung, 28(2), 159-179. https://www.dgff.de/publikationen/zff/ausgabe/band-28-heft-2-2017/ aufsaetze/considerations-on-using-mindful-listening-in-advising-for-language-learning-a-micro-study Mozzon-McPherson, M. (2019). Mindfulness and advising in language learning: An alternative theoretical perspective. Mélanges CRAPEL, (40) 88-113. http://www.atilf.fr/spip.php?article4469 Rechtschaffen, D. (2014). The Way of Mindful Education: Cultivating Well-Being in Teachers and Students. New York: WW Norton & Company.

Zeilhofer,L.& Sasao,Y. (2022) Mindful language learning. The effects of college students’ mindfulness on short-term vocabulary retention. System, 110(6)

Bedard, J., Kropp, M., Hsu, M., Karaman, O.T., Hawes J., Keller, G.R. (2026). AI brain fry: Managing cognitive overload in the age of artificial intelligence.Harvard Business Review.

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A CALM PLACE

A SIMPLE MINDFULNESS-BASED EXERCISE Lesson Plan This is a mindfulness-based exercise which can be used at the start of a lesson.

Duration: 2-3 minutes Purpose: I used it with my students to help them redirect their busy minds into a calm space and to feel grounded in the language and the learning experience they are about to engage with.

Context: Students often arrive in my class following another class and subject, with their minds busy with events, lists of things to do, and issues to deal with. The first part of the class can, for some, be occupied by distraction and lack of concentration. This exercise allowed me to focus and create a peaceful space to start the lesson. Consequently, the choice of the object of the activity was always purposefully linked to the theme of the lesson. It could be a picture of an Italian painting, a peaceful place in the countryside, a special piazza in an Italian borgo, a delicious pasta dish, in some cases an actual piece of raw pasta (e.g. fusilli, mezze penne), a leaf, a spoon etc.

Preparation: • Once you have distributed the object, the 2/3-minute mindful activity can start.

• You can use a meditation bell to open and close the exercise.

• Make sure you leave pauses amongst the instructions- let your students’ mind be in silent observation.

Mindfulness-based text using raw pasta • UN FUSILLO, DUE FUSILLI…(you can adapt this to the object/picture you choose) • Find a comfortable position, adjust your legs and your arms in a way that is comfortable for you.

• When you are comfortable, bring your attention to the object in front of you and now take a DEEP BREATH [you breathe deeply with them], and ANOTHER and ANOTHER. • Slowly allow yourself to follow your breath for a few seconds. Breathing IN and OUT; IN and OUT; IN and OUT. • Continue to breathe slowly and peacefully.

• Continue to breathe slowly, gently, comfortably.

• Keep your attention to the object in front of you; at times, your attention may wander to other thoughts. When this happens, just label this wandering as THOUGHTS and bring your attention back to the object in front of you.

• You may focus on its shape, its colour, its texture, its size, its function…

• You may hold it in your hands, you may smell it, imagine its taste when cooked with a delicious sauce, UN FUSILLO, DUE FUSILLI, UN PIATTO DI PASTA. • Continue to remain focused on the object in front of you And now TAKE A DEEP BREATH Welcome to this lesson on Italian food!

You can spend a couple of minutes asking them how they feel and what they focused on. Did their mind wander? How does their state of mind compare now with their state of mind on arrival?

Or you can ask them to write it down.

For further information on workshops/seminars on mindfulness-based language learning please contact marinammmcp@outlook.com

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IATEFL LASIG Newsletter Issue 87

FEATURES | ARTICLES

THE SAGE ON THE STAGE: IS AI DESTROYING OR ENCOURAGING LEARNER AUTONOMY? Lesley June Fearn | LASIG Autonomy Editorial

Introduction: A Shift in Authority

Although artificial intelligence has been embedded in our daily lives for decades, generative AI models such as ChatGPT are a much more recent development and have advanced at a remarkable speed (Shumer, 2026). Their influence on education, particularly in language teaching, has already been significant (Kasneci et al., 2023). Personally and professionally, I have found them invaluable.

I use generative AI to lighten my workload by drafting tests, designing lesson plans, developing assessment rubrics, and creating visual materials, always working from content and parameters that I provide. In this sense, AI functions as an efficient and creative assistant. Yet the more pressing issue is not how AI supports teachers, but how it shapes learners. Generative AI can provide immediate feedback, linguistic models, and structured guidance; at the same time, it may reduce cognitive effort and bypass reflective processes.

As such, it raises a fundamental question about learner autonomy. Are we moving from the traditional teacher-as-sage-on-the-stage model to a new form of centralised authority embodied in intelligent systems?

This paper attempts to answer this question in the following way: Firstly, by clarifying the concept of learner autonomy and revisiting the pedagogical metaphor of the sage on the stage, which symbolises centralised instructional authority. Secondly, the historical development of autonomy, as outlined by Little, Dam, and Legenhausen. Thirdly, it examines both the risks and the possibilities that generative AI presents, and finally turns to the evolving role of the language teacher in an educational landscape increasingly shaped by intelligent systems.

Learner Autonomy: A brief outline

Before considering whether generative AI strengthens or weakens learner autonomy, it is necessary to clarify what we mean by the term.

Although widely discussed in language education for over four decades, learner autonomy is often misunderstood or reduced to simplistic notions of independence. Holec (1981) famously defined autonomy as “the ability to take charge of one’s IATEFL LASIG Newsletter Issue 87

own learning” (p.3). This quote means that learners should assume responsibility for setting objectives, selecting methods and resources, monitoring progress, and evaluating outcomes.

Therefore, autonomy in language learning is not a teaching technique but a skill that involves responsibility and decision-making and must be developed.

Little (1991) extended this understanding by emphasising the metacognitive dimension of autonomy. Autonomous learners are reflective learners: they plan, monitor, and evaluate their learning processes. They are aware not only of what they are learning, but how and why they are learning it. Autonomy, in this sense, is inseparable from self-regulation and critical awareness. Importantly, classroom research has demonstrated that autonomy does not emerge spontaneously when teachers step back. Dam and Legenhausen’s long-term work in learner-centred classrooms shows that autonomy develops gradually through structured opportunities for choice, reflection, and shared responsibility (Dam, 1995; Dam & Legenhausen, 1996). Their studies illustrate that teachers remain central, not as authorities who control learning, but as facilitators who create conditions in which learners can assume increasing responsibility. Autonomy is therefore pedagogically mediated.

Are we moving from the traditional teacher-as-sage-on-thestage model to a new form of centralised authority embodied in intelligent systems?

The Sage on the Stage

On the other hand, the expression sage on the stage is often used to describe the traditional teacher-centred approach, in which knowledge is transmitted from expert to novice in a largely one-directional flow. Within this model, the teacher is positioned as the primary authority: selecting content, controlling pace, evaluating correctness, and determining acceptable inter15

pretations. Learning is frequently associated with accurate reproduction of knowledge rather than with inquiry, negotiation, or reflection. These knowledge-transmission methods have long been critiqued for fostering learner passivity and dependence (Freire, 1970) because when learners are positioned primarily as recipients of information, their opportunities to develop decision-making skills, strategic awareness, and a sense of responsibility for learning are limited. In this context, autonomy has little space to emerge because authority remains centralised in the teacher.

However, from the 1980s onwards, shifts in pedagogy, supported by technological developments, began to decentralise this authority.

Computer-Assisted Language Learning (CALL) environments offered learners increased access to resources, self-paced practice, and exploratory learning opportunities (Warschauer, 1996). Later, Network-Based Language Learning (NBLL) and telecollaborative exchanges extended learning beyond the physical classroom, enabling learners to interact with peers, negotiate meaning, and co-construct knowledge online (Warschauer & Kern, 2000). Additionally, Online Collaborative Projects (OCPs) and other forms of digitally mediated exchange have further repositioned learners as active participants rather than passive recipients. In such environments, learners are given the freedom to select topics, manage communication, solve problems collaboratively, and reflect on intercultural interaction. These shifts align closely with autonomy-oriented pedagogy, in which learners assume increasing responsibility within structured frameworks (Benson, 2011).

Autonomy does not imply the absence of guidance In learner-centred activities such as those described above, the teacher’s role shifts from authoritative transmitter to facilitator, designer, and mediator of learning processes. Autonomy does not grow through the absence of authority, but through its redistribution (Little, 1991; Dam, 1995). With the development of educational technology, authority has become increasingly shared, negotiated, and gradually transferred, suggesting that autonomy expands when control is decentralised. Moving away from the sage-onthe-stage model creates space for learners to make decisions, reflect on strategies, and take ownership of their progress. Against this historical context, the emergence of generative AI raises a pressing question: does AI extend this decentralisation of authority, or does it risk recentralising expertise in a new, algorithmic form?

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AI as the New Authority

If earlier technological shifts contributed to the decentralisation of authority in the classroom, generative AI introduces a more complex dynamic.

Unlike earlier digital tools, which primarily offered access to information or facilitated communication, large language models generate fluent, coherent, and context-sensitive responses that closely resemble expert performance across a wide range of languages. In doing so, they do not merely support knowledge acquisition; they simulate expertise. Recent research highlights both the transformative potential and the pedagogical risks of such systems. For example, Kasneci et al. (2023) argue that generative AI offers unprecedented opportunities for personalised feedback and adaptive learning. However, they also caution that overreliance may reduce critical engagement if learners accept outputs uncritically. Therefore, the concern is not simply academic integrity, but cognitive displacement.

Firstly, large language models can make learners lazy. Cognitive science has long demonstrated that deep thinking and problem-solving strengthen long-term learning (Bjork & Bjork, 2011). When AI produces immediate, polished answers, learners may bypass precisely those processes that consolidate understanding. The speed and fluency of AI output can make thinking appear effortless, potentially weakening the reflective processes central to autonomy. Secondly, learners may think they understand something that has been handed to them on a plate by AI or believe what it says to be true on face value (Bender et al., 2021).

This illusion stems from AI systems’ authoritative tone that masks inaccuracies or mistakes. And thus, creating an illusion of competence that can fool learners. In such cases, authority shifts from learner to algorithm. Indeed, research concludes that AI tools can enhance engagement and support drafting processes but may also reduce independent problem-solving when used as substitutes rather than supports, the determining factor being whether learners actively evaluate AI outputs or passively adopt them (Law, 2024).

This factor begs the question: if learners consult AI before engaging in their own reasoning, are they still directing their learning? When the first impulse is to ask the system rather than attempt a solution, authority may recentralise, not in the teacher, but in the technology itself. Generative AI, then, has the potential to become a new “sage on the stage.” Yet whether it occupies that position depends not on its capabilities, but on how learners and teachers negotiate its role within the learning process.

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AI as a Tool for Autonomy Enhancement

On the other hand, while generative AI poses legitimate risks to learner autonomy, emerging research suggests it also holds significant potential to enhance self-regulated, reflective learning when used intentionally (Kasneci et al., 2023). For example, large language models can provide immediate, individualised feedback that would be difficult to replicate at scale in traditional classrooms (Kasneci et al., 2023). For language learners, such feedback can support writing, revision, and conversation, particularly when learners actively compare AI-generated suggestions with their own drafts. This process of comparison and evaluation aligns closely with metacognitive monitoring, a core component of learner autonomy (Little, 1991).

AI systems also allow learners to request multiple explanations, alternative formulations, or simplified versions of complex texts (Kasneci et al., 2023). This flexibility can support differentiated learning and scaffold understanding within the learner’s Zone of Proximal Development (ZPD) (Vygotsky, 1978). Rather than passively receiving information, learners can iteratively refine their understanding by asking followup questions. In this sense, AI may function as responsive scaffolding rather than as a fixed authority. Systematic reviews further suggest that AI tools can enhance engagement and promote exploratory learning when tasks are structured to require critical interaction (Yan & Wang, 2024).

For example, when learners are prompted to critique AI output, identify inaccuracies, or improve generated texts, they remain cognitively active. The tool becomes a stimulus for deeper processing rather than a shortcut.

Moreover, emerging discussions of AI literacy emphasise that interacting effectively with generative systems requires strategic thinking (Ng et al., 2021). Formulating specific prompts, evaluating credible outputs, and recognising limitations all demand higher-order cognitive skills. In this view, AI use can become an arena in which autonomy is exercised rather than diminished, such as through self-paced exploration, hypothesis testing, simulated dialogues, or vocabulary exploration in context without waiting for teacher intervention (Law, 2024). Therefore, AI does not necessarily act as a “sage on the stage.” It becomes authoritative

The speed and fluency of AI output can make thinking appear effortless, potentially weakening the reflective processes central to autonomy.

IATEFL LASIG Newsletter Issue 87

Systematic reviews further suggest that AI tools can enhance engagement and promote exploratory learning when tasks are structured to require critical interaction (Yan & Wang, 2024). only when learners relinquish evaluative control.

When they remain decision-makers, questioning, editing, rejecting, and justifying—AI operates as scaffolding. In such cases, generative AI may not weaken autonomy but require a more sophisticated form of it: one that integrates digital judgement, metacognitive awareness, and ethical responsibility.

The Real Issue: Who controls the tool?

At the philosophical core of this discussion lies a fundamental question: who controls the tool?

The debate about AI and learner autonomy is not ultimately about technological capability, but about agency. The presence of generative AI in education does not automatically diminish autonomy; what matters is whether learners retain cognitive and ethical control over its use. Traditional models of learner autonomy emphasised independence from direct teacher control. Yet in a digitally saturated world, independence alone is no longer sufficient. Learners now operate within complex ecosystems of platforms, algorithms, and intelligent systems. Autonomy in this context must be reconceptualised not as isolation from tools, but as informed and strategic engagement with them.

Research on the interaction between humans and AI further suggests that meaningful learning occurs when users remain cognitively engaged in oversight and verification (Holmes et al., 2023).

When learners critically interrogate AI responses, checking for coherence, accuracy, and relevance, they exercise the metacognitive control that autonomy theory identifies as central (Benson, 2011; Little, 1991). Authority remains distributed rather than centralised, leading to a conceptual modification: learning in the AI era is rarely toolfree; instead, it is mediated by increasingly sophisticated technologies. An integral component of autonomy for the future AI-generation becomes the capacity to critically, intentionally and ethically orchestrate these mediations.

Without this skill, learners risk deferring judgment to algorithms. With it, they remain agents who decide, reflect, and take responsibility. The crucial shift is from tool consumption to tool governance.

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The central question, therefore, is not whether AI participates in learning, but whether learners maintain authorship of their intellectual development. Autonomy evolves, but it does not disappear.

It becomes the ability to think with tools, without surrendering control to them.

The Teacher’s New Role

If generative AI is reshaping access to knowledge, the teacher will need to be repositioned once again. Just as earlier technological shifts moved the teacher from “sage on the stage” to facilitator of learning, AI now demands a further evolution: the teacher as designer of critical engagement.

One of the teacher’s emerging responsibilities is to teach students how to use AI critically and ethically. This process involves modelling how to formulate purposeful prompts, interrogate AI-generated responses, and compare outputs with one’s own thinking. Without such guidance, learners may default to passive consumption.

With it, AI becomes a tool for inquiry rather than a substitute for thought.

Pedagogical design becomes central. Tasks must be structured to require reflection, justification, and visible decision-making. For example, learners might be asked to submit both their original draft and an AI-assisted revision, accompanied by a commentary explaining what they accepted, modified, or rejected, and why. Such designs foreground metacognition and ensure that cognitive ownership remains with the learner (Little, 1991). Assessment practices also require reconsideration. If the evaluation focuses solely on final products, AI assistance may obscure the learning process. In contrast, assessing processes, planning notes, drafts, reflections, and revisions aligns more closely with autonomy-oriented pedagogy (Benson, 2011). When learners are evaluated on their reasoning and strategic choices, AI becomes a resource within the process rather than the producer of the outcome.

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The risk lies not in the existence of this system, but in the possibility that learners defer to it uncritically.

Furthermore, teachers play a crucial role in making autonomy visible and intentional. Autonomy does not develop implicitly through tool exposure; it develops when learners understand why they are making choices and how those choices affect learning. Explicit discussion of strategy use, ethical responsibility, and digital judgement helps learners take control and makes pedagogical design even more crucial. The presence of powerful generative tools heightens the importance of intentional task construction, transparent expectations, and reflective dialogue. The teacher becomes not less necessary, but more intellectually central: the architect of conditions in which autonomy can flourish alongside technological mediation.

Conclusion

In conclusion, the emergence of generative AI does not signal the end of learner autonomy, nor does it guarantee its expansion. Like earlier technological innovations, AI is neither inherently autonomy-destroying nor automatically empowering. Its impact depends on how it is embedded within pedagogical practice and how learners are guided to engage with it. Historically, autonomy flourished when authority was decentralised, when classrooms shifted from knowledge transmission to learner responsibility, reflection, and shared control. Generative AI introduces a new configuration of authority: not a human sage on the stage, but a system capable of producing fluent, authoritative responses on demand. The risk lies not in the existence of this system, but in the possibility that learners defer to it uncritically.

Autonomy in the AI era, therefore, relies on three interconnected pillars. Firstly, intentional pedagogy: teachers must design tasks that require

IATEFL LASIG Newsletter Issue 87

visible reasoning, justification, and ownership.

Secondly, metacognitive training: learners must be supported in planning, monitoring, and evaluating both their own thinking and the outputs of AI tools. Thirdly, ethical and critical awareness: students need to understand the limitations, biases, and responsibilities involved in using generative technologies.

If these elements are absent, AI may subtly recentralise authority and weaken learner agency.

If they are present, AI can become a scaffold for deeper reflection and more strategic learning. The decisive factor is not the sophistication of the tool, but the distribution of control. The fundamental question, then, is not whether AI stands on the stage. It is whether learners remain active agents in their own intellectual development. Are we teaching students to think using AI as a tool to extend and organise their reasoning, or are we allowing AI to think for them? The future of learner autonomy may depend on how consciously we answer that question.

References

Bender, E. M., Gebru, T., McMillan-Major, A., & Shmitchell, S. (2021). On the dangers of stochastic parrots: Can language models be too big? Proceedings of the 2021 ACM Conference on Fairness, Accountability, and Transparency, 610–623. https://doi.org/10.1145/3442188.3445922 Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.

Bjork, R. A., & Bjork, E. L. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough, & J. R. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). Worth Publishers.

Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Authentik.

Dam, L., & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment: The first years of LAALE. In R. Pemberton et al. (Eds.), Taking control: Autonomy in language learning (pp. 265–281). Hong Kong University Press.

Freire, P. (1970). Pedagogy of the Oppressed. Continuum.

Holec, H. (1981). Autonomy and foreign language learning. Pergamon.

Holmes, W., Bialik, M., & Fadel, C. (2023). Artificial intelligence in education: Promises and implications for teaching and learning (Updated ed.). Center for Curriculum Redesign.

Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., & Kasneci, G. (2023).

ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274 Koriat, A., & Bjork, R. A. (2005). Illusions of competence in monitoring one’s knowledge during study.

Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2), 187–194. [https:// doi.org/10.1037/0278-7393.31.2.187](https://doi.org/10.1037/0278-7393.31.2.187)

Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education: Artificial Intelligence, 5, 100156. https://doi.org/10.1016/j.caeai.2024.100156 Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentik.

Long, D., & Magerko, B. (2020). What is AI literacy? Competencies and design considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727 Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). AI literacy: Definition, teaching, and evaluation.

Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041 Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.

Shumer, J. (2026). Something big is happening. https://shumer.dev/something-big-is-happening

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3–20). Logos International.

Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge University Press.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2 IATEFL LASIG Newsletter Issue 87

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STUDENTS’ CORNER

STUDENT VOICES ON LEARNER AUTONOMY

Lesley June Fearn | LASIG Autonomy Editorial

I

n this section, we invited a group of final-year English language learners, from a secondary school in Italy, to share their reflections on learner autonomy in language learning. Learner autonomy is widely discussed in education, but we do not often hear directly from students about how they experience it. Students were asked to work in small groups to write one of the following: a story, an article, an essay, a review, or a conversational interview on the theme of learner autonomy. Although their English teachers had always used this approach, we only briefly explained that learner autonomy was a teaching approach and that their work, if produced at a good level, would be published in a professional magazine for teachers called Autonomy. These contributions are valuable because they describe autonomy as it is lived in real classrooms, rather than on as an academic concept.

‘Autonomy in action’: In this essay the author reflects on how everyday classroom practices can support learner autonomy. Through examples such as choosing project topics, deciding how to present work, and reflecting on learning through self-assessment, the paper shows how small opportunities for choice can increase motivation and help students take greater responsibility for their progress.

‘Developing learner autonomy’: takes the form of a conversational interview between two students discussing their personal experiences of becoming more independent learners. Their conversation highlights both the challenges and the rewards of autonomy, particularly the need for self-discipline, organisation, and motivation as they prepare to leave school and continue their studies.

These contributions are valuable because they describe autonomy as it is lived in real classrooms, rather than on as an academic concept 20

‘How autonomy is essential for students’: In this essay, the authors broaden the discussion by considering how autonomy develops not only in school but also in family life, digital environments, and everyday activities. The paper reminds us that learning to make decisions and take responsibility is part of a wider process of personal growth.

‘Young people’s experiences with languages’: This narrative account illustrates how language learning often continues beyond the classroom.

Through personal stories, the students describe how television, video games, travel, and work experiences have helped them practise languages in authentic situations, demonstrating how autonomous learning can develop naturally in everyday life.

They have understood that autonomy does not mean learning without teachers ‘Learning English through film: Freedom Writers’: Finally, this review explores how films can support language learning. Watching films in English can improve listening skills, expand vocabulary, and increase cultural awareness, while also encouraging students to engage with the language independently.

In conclusion, these contributions offer a valuable glimpse into how twelve students experience learner autonomy in today’s secondary schools.

Although the students have not studied learner autonomy as a formal pedagogical concept, their texts show that they clearly recognise the benefits of this approach to language learning. They have understood that autonomy does not mean learning without teachers. Rather, it develops when teachers provide guidance while gradually allowing learners to take more responsibility for their learning. When this happens, students build motivation, confidence, and self-discipline, skills that will support them far beyond the classroom, and are evident in this small sample of papers.

IATEFL LASIG Newsletter Issue 87

STUDENTS’ CORNER

YOUNG PEOPLE’S EXPERIENCES WITH LANGUAGES Luigi, Leila and Giorgia are three language students from Termoli who worked in tourist establishments during the summer to put some money away and expand their language capabilities. In this narrative account, they describe how their experiences with languages outside the classroom have helped them develop autonomy and confidence.

F

oreign languages are increasingly present in our daily lives. This means we must adapt to new situations we will inevitably find ourselves in, especially the younger generations who will experience these phenomena firsthand. It has already been scientifically proven that young children learn and pick up new languages much more easily than adults or teens, due to their brain’s heightened neuroplasticity. This flexibility is why most autonomous language learners usually start learning very early, from cartoons or multilingual toys, or, for teens, video games and TV series. This autonomy, of course, should be aided by teachers in any way possible to give all their students many more opportunities in life.

Luigi’s experience

An example of how I, Luigi, learned English at an early age perfectly supports the scientific theories. I was exposed to English (and a little bit of Spanish) at a very young age, thanks to shows like Peppa Pig and Dora the Explorer, both of which were broadcast in both Italian and English, with Dora also using some Spanish words. These shows, paired with a native Canadian as my English teacher in kindergarten, quickly reinforced what programmes I watched at home had already taught me.

This passion for English then continued all the way through my early teens in middle school, where I got more into playing video games, many of which were not dubbed, integrating moments of relaxation and fun with a constant stream of English words, including more articulate ones. It is a passion that lives on today just as strong as when it was first born. Thanks to the opportunities my school offered me during my first three years of high school, I was able to embark on two

Through these experiences, I realised that I was learning English not only in school but also independently through everyday activities IATEFL LASIG Newsletter Issue 87

Erasmus+ mobilities, one to Bulgaria and one to Romania. There, I was able to speak with many people and improve my English with those my age, all with different fluency levels and accents, which really helped me understand English even when a foreign accent was involved.

I was also able to put this experience into practice over the last two years while working at a summer job, in a very popular beach area where many tourists came to enjoy their stay in my hometown.

Here, I had to interact with clients of different cultural backgrounds, mostly English- and Frenchspeaking, as well as many Spanish-speaking people. This interaction helped me a lot with my overall fluency in all three languages and with my confidence when speaking with people of different origins than mine. This fluency made me a valuable asset at my workplace, as I was always the one called upon to speak with foreign customers, earning me many tips as a nice bonus. Through these experiences, I realised that I was learning English not only in school but also independently through everyday activities.

Leila and Giorgia’s experiences

Likewise, thanks to the confidence we developed through learning English at school, where teachers encouraged autonomy through choice and active use of language, we, Leila and Giorgia, were able to use our language skills during a summer job.

Last summer we worked in a bar, and every day we had the opportunity to improve our speaking skills in the different foreign languages we had studied at school during the year: French, Spanish and English, for the most part. We think this was a great and useful experience, as it helped us grow intellectually and on a human level, especially at work, by making us more independent. While we were working, if foreigners had any difficulty with the menus or communicating with other staff, we were the ones who stepped up to help them, since we were the only ones who spoke English, despite all Italians having studied English at school since they were five years old.

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Conclusion

We all feel that languages are becoming increasingly prominent in our daily lives, even in a city as small as ours. We are glad that we were able to learn them at an early age, with teachers who encouraged us to use the language rather than just study it, so we can keep improving them as time goes on. Our competence in English will open many doors for us, especially in the job market for our future. We also can’t ignore that this means we may meet many people from different backgrounds, expanding our horizons and mindsets, which, in this globalised world, is more crucial than ever. We feel that our experiences of autonomous learning at school have given us the skills to use it independently outside of school, which is very important for mastering the language and going beyond the usual boundaries set by the institution’s timelines.

Our competence in English will open many doors for us, especially in the job market for our future

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IATEFL LASIG Newsletter Issue 87

STUDENTS’ CORNER

INTERVIEW ABOUT DEVELOPING LEARNER AUTONOMY Ines and Karola are final-year students at a linguistic high school in Ialy. In this article, they share their experiences of learner autonomy through a peer interview, reflecting on how becoming more independent has influenced their approach to learning and their preparation for the future.

W

e are two students in our final year of high school, and we would like to share our point of view on developing learner autonomy based on our personal experiences. The aim of this conversation is to encourage other students to become more autonomous learners by sharing advice that has helped us.

Karola: Do you prefer to learn languages alone or with the help of a teacher?

Ines: Personally, I think that both types of learning are important but growing up I understand that is more productive when we have more freedom in our learning.

Karola: Why do you prefer learning in this way?

Ines: Because when you start school, when you are young, you can rely on your parents but when you grow up you understand that the support of your parents will not last forever, so you have to learn to be independent.

Karola: In what cases do you find this type of learning to be useful?

Ines: I find it useful when I need to prepare for an exam or even in my near future, when I enter the more independent world of university.

Karola: So, what do you think about learning autonomy in your language lessons?

Ines: I think that is fundamental, it allows you to organise your own study plan and take responsibility for your learning. This makes you more responsible for your own success.

Karola: Initially did you have difficulties?

That the support of your parents will not last forever, so you have to learn to be independent IATEFL LASIG Newsletter Issue 87

Ines: Yes, the hardest part at first is self-discipline.

When the teacher takes a step back, you have to learn to manage your time. At school, the teacher helps you regulate your time, but outside of school, it is more difficult.

Karola: Would you recommend that others develop learner autonomy?

Ines: Yes of course. It is a life skill. Whether you go to college or to work, being able to learn new things without constant supervision is fundamental.

Karola: What have you discovered from learning autonomy?

At school, the teacher helps you regulate your time, but outside of school, it is more difficult Ines: I discovered that this type of learning truly motivates me to study, and I realise what subjects really interest me. I also learned to recognise my strengths and weaknesses and to organise my work more effectively.

Karola: How do you deal with difficulties?

Ines: When I struggle or I have problems I try to break the tasks into tiny steps. This makes them easier to manage.

In conclusion, developing learner autonomy is a journey that, despite initial challenges with discipline and organisation, is very rewarding. It is a continuous process of discovering your ability to manage your own learning. In Ines’s experience, planning and breaking tasks into smaller steps helped her move from being an unmotivated receiver of information to becoming a more responsible and motivated learner.

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STUDENTS’ CORNER

FREEDOM WRITERS BY RICHARD LAGRAVENESE

A review by Silvia and Carla

Carla and Silvia are two Italian students from Liceo Omnicomprensivo of Guglionesi. They study languages and they attend the last year of high school. In this short review, they discuss how the film Freedom Writers can support language learning and learner autonomy

D

o you want to have fun improving your English? A special film with a gripping plot could be the solution. Freedom Writers is a perfect example. It is a film from 2007 directed by Richard LaGravenese and starring the well-known actress, Hilary Swank. Do we have your attention?

Keep reading to find out more.

The protagonist is Erin Gruwell, a young teacher who begins working with a class of troubled teenagers. The story is set in a part of the United States affected by violence between rival gangs.

Erin tries to give her students a better future, even though they initially consider her naïve and believe she cannot understand the pressures they experience in their families and communities. To gain their trust, Erin asks each student to keep a diary where they can write about their lives, their fears, and their hopes for the future. At first, they do not trust her, but she does not give up. The teacher tries to give them new opportunities through shared experiences, visits, music, and discussion. Gradually the students realise that Erin is a different kind of teacher: she truly believes in them and wants to help them find a different path. The students’ diaries are filled with stories of loss, violence, and everyday struggles, but they allow Erin to understand her students better. She also introduces them to The Diary of Anne Frank, which helps the class reflect on discrimination, injustice, and courage. Eventually, the students compile their writings into a book called The Freedom Writers Diary and even meet Miep Gies, the woman who helped Anne Frank and her family hide from the Nazis.

to hear authentic language, improve their listening skills, and learn new vocabulary in context.

Teachers can also encourage students to watch films like this outside the classroom as a way of practising English independently. For example, students could watch a short scene at home, write down new expressions or quotes that they hear, and discuss them together during the next lesson.

Activities like this help students connect classroom learning with their own lives. Films can also be used in class to start discussions about important themes, such as discrimination, education, and personal growth. In this way, students are not only learning English but also reflecting on ideas and experiences that are important to them.

Teachers can also encourage students to watch films like this outside the classroom as a way of practising English independently In conclusion, there are many ways to learn English, but we believe that watching films can be one of the most enjoyable. Among many films, Freedom Writers is particularly interesting because it combines an inspiring story with opportunities for language learning. Watching films like this can motivate students to keep exploring English independently and to continue learning outside the classroom.

We feel that this film, which is inspired by a true story, can be very useful for developing learner autonomy in English language learners. The speech is clear and the dialogues are relatively simple, which makes the film accessible for students. Watching films in English allows learners 24

IATEFL LASIG Newsletter Issue 87

STUDENTS’ CORNER

AUTONOMY IN ACTION Fabiola and Lucia are two final-year students at the I.O. Omnicomprensivo di Guglionesi, Italy where they study Modern Foreign Languages. In this essay, they reflect on how everyday classroom practices can encourage learner autonomy.

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utonomy means the ability to make independent choices. It is an important value in all areas of life and helps learners feel respected, motivated, and responsible for their own actions.

In schools, our teachers try to encourage us to become more autonomous. This essay explores our understanding of autonomy in language classrooms based on our experience as students.

In schools and universities, students often follow strict rules and fixed programmes. However, giving students some freedom can improve learning and motivation. For example, our language teachers allow students to choose topics for projects or decide how to present their work, such as through a presentation, a written report, or a video. This freedom helps students feel more involved and responsible for their learning.

This freedom helps students feel more involved and responsible for their learning

IATEFL LASIG Newsletter Issue 87

Another approach our teachers use is encouraging self-assessment, where students reflect on their progress and identify their strengths and weaknesses through shared rubrics, ePortfolios, and discussion. In this way, autonomy supports personal growth and critical thinking. It has also helped us improve our digital literacy by learning to use technology safely and responsibly.

We believe that learner autonomy is important for teenagers as they become independent adults In conclusion, we believe that learner autonomy is important for teenagers as they become independent adults. Implementing autonomy in language lessons does not mean removing rules or support but finding a balance between guidance and freedom. By offering choices, encouraging participation, and respecting individual decisions, we have strengthened our independence in simple, effective ways, making us more motivated, responsible, and confident individuals across all areas of life.

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STUDENTS’ CORNER

HOW AUTONOMY IS ESSENTIAL FOR STUDENTS Lidia Celeste and Irene Carfania are two 18-year-old language students who are in their final year of high school in south Italy. In this essay, they reflect on how learner autonomy has developed in various times in their lives. For example, at school and at home, digital environments, and everyday experiences.

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utonomy is becoming increasingly important in today’s society, especially for young people.

As students in our final year of high school, we often hear adults talking about independence and responsibility, but we do not always have many chances to really experience them. Autonomy means being able to make choices, express our ideas, and take responsibility for our actions. It does not mean doing whatever we want, but learning how to manage ourselves in different situations. There are many contexts in which autonomy can be developed, starting from everyday life.

One of the main places where autonomy should be encouraged is in school. Students spend most of their time there, but they are often told exactly what to do and how to do it. This teacher-led approach can make learning feel passive and, at times, frustrating. In our opinion, autonomy at school can start with small things, such as choosing the topic of a project or deciding how to organise a presentation. When teachers trust students and give them some freedom, students feel more motivated and involved, and they begin to take greater responsibility for their own learning.

Autonomy means being able to make choices, express our ideas, and take responsibility for our actions

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Group work is another example, because it forces students to communicate, divide tasks and respect deadlines. Even if it is not always easy, it helps us become more independent and responsible.

Encouraging autonomy is also very important in family life. Growing up means slowly learning how to take care of yourself and make decisions.

Parents often want to protect their children, which is understandable, but sometimes they can limit their independence. Allowing teenagers to manage their own free time, make choices about their future or even make small mistakes can help them grow. Making mistakes is part of learning because it teaches us what works and what does not. In a family where dialogue exists, young people feel more confident to express their opinions and become more autonomous.

As students, we believe that greater autonomy helps us become more confident and better prepared for the future The digital world is another important setting where autonomy is needed. Young people use social media and technology every day, but not always consciously. Digital autonomy means knowing how to manage your time online, choosing reliable sources of information, and respecting others online. It is easy to become dependent on social media, so learning how to control its use is essential. Schools can help

IATEFL LASIG Newsletter Issue 87

students develop digital autonomy by teaching critical thinking and media literacy. Being autonomous online also means understanding the consequences of what we post and share. Finally, autonomy can be developed through experiences outside school, such as volunteering, sports or cultural activities. These experiences allow young people to make decisions, work in a team and feel useful. Being part of a group or a project helps build confidence and independence, while also teaching cooperation and respect.

IATEFL LASIG Newsletter Issue 87

In conclusion, autonomy is a key element of personal growth and can be encouraged across many contexts. School, family, work, digital life and social activities all offer opportunities to develop independence and responsibility. As students, we believe that greater autonomy helps us become more confident and better prepared for the future. Learning to be independent is not easy, but it is necessary to face adult life consciously and responsibly.

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LASIG is the Learner Autonomy Special Interest Group, one of 16 IATEFL Special Interest Groups. Originally formed in 1986 by a small group of educators devoted to promoting learner autonomy, LASIG now has members from over 50 countries.

LASIG’s main goals are:

• To address the interests and needs of students, teachers, learning advisers, teacher educators and researchers who are interested in autonomy in language learning and all that it implies.

• To raise awareness of issues related to autonomy in language learning.

• To explore, investigate and develop practices and strategies for the implementation of language learner autonomy.

• To provide a forum for discussion through publications and events.

• To offer opportunities for networking globally and cross-culturally.

LASIG is organised by a group of unpaid volunteers. We invite all members to help out in determining the direction of the SIG. Contact us: lasig.iatefl.org

CONTRIBUTE TO AUTONOMY

Autonomy comes out twice a year and includes practical and theoretical articles, materials reviews, technology updates, details of events and self-access advice. Its defining style is one of exploratory talk.

We are looking for contributions, in a variety of formats and genres, long and short articles, interviews, readers’ letters, learner (autonomy) stories, teacher-learner narratives, reflections, in short anything helping the readers of Independence to better understand developing autonomy in second language education.

Contributions in the form of learner/teacher (autonomy) stories, articles, interviews, reports, letters, poems, book reviews, conference reports and reflections, or short notices on forthcoming events are always welcome, as are responses to articles appearing in the newsletter. Learners’ voices and reflections are also very much welcome.

To submit a contribution, contact our editorial team at lasig.iatefl.org/autonomy

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We offer affordable advertising options for every budget. For more information about advertising, email lasig.iatefl.org/autonomy

REPRINTING

Note that copyright for individual contributions remains vested in the authors to whom applications for rights to reproduce should be made. While copyright of their material remains with contributors, LASIG, the JALT Learner Development SIG and HASALD (Hong Kong Association for Self-Access Learning and Development) have reciprocal agreements to reproduce articles from each other’s newsletters (with permission of the author/-s). This makes articles available to a wider audience.

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