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Triangulation in Researching Autonomy: A Post-Research Analysis

  • Anna CzuraEmail author
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Promoted by the CEFR and implemented as an element of curricular objectives in many countries, learner autonomy has become a buzz word in foreign language teaching and learning. Due to its multi-faceted nature, there have been numerous attempts to formulate a comprehensive definition embracing various aspects of this construct. This multidimensionality poses a problem for researchers trying to observe the emergence of changes in learner autonomy. If autonomy is to be investigated, then the first step should be to establish which aspects of this construct we are really interested in. This article aims to analyze the benefits as well as challenges of implementing methodological triangulation in research devoted to measuring learner autonomy. The main emphasis will be placed on the role of qualitative instruments as valuable alternatives to the prevalence of quantitative tools. It is hoped that the conclusions will provide useful guidelines on researching this construct in the future. The discussion will be based on a study conducted in order to establish the impact of different self-assessment methods on the level of autonomy in lower secondary school learners in a selected educational context. The data collected during a one-year quasi-experiment was based on both qualitative (classroom observations and interviews) and quantitative (a questionnaire) instruments. The analysis of the emerging autonomous behaviors was performed in reference to seven aspects of learner autonomy selected for the purposes of this research.

Keywords

Language Learning Classroom Observation Mixed Method Research Learner Autonomy Autonomous Behavior 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.University of WrocławWrocławPoland

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