ABSTRACT
Chapter 5: Learner Autonomy. In this chapter, we describe the shift in student/teacher roles that results from technological developments, especially increased access to information and out-of-class learning opportunities. It is suggested that a learner autonomy approach to course design encourages learners to take part in their learning more fully and is therefore a desirable component of an ESP pedagogy. However, such approaches need to strike a balance between course structure, individual student agency, and the sharing of power between teachers and learners. The principles of structure, agency and power are illustrated by our own case study research. The chapter draws on interviews and observations to provide practical observations of the way that students rise to the challenge and take control of their learning when engaged in a teamwork project, in this case, a simulated scientific inquiry.
