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How to foster autonomous learning skills in primary school students
Bedoshvili, Tinatin
Bedoshvili, Tinatin
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Date
2024
Educational Level
ISCED 1 Primary education
Curriculum Area
Geographical Setting
Georgia
Abstract
Context: The research was conducted at Zestafoni Public School No.4 in the Imereti region of Georgia, focusing on fourth-grade students who, after the Covid-19 pandemic, exhibited a decline in autonomy-related skills. The school, which caters to a diverse student population, had a specific interest in addressing the autonomy and motivation deficits observed among its fourth graders.
Aims: The study aimed to explore the extent of the decline in autonomous learning skills among students. The researcher sought to understand how much time students allocated to independent learning, the types of autonomous activities provided in class, and the level of independence displayed by students both at school and home.
Methods: A mixed-methods approach was employed, encompassing questionnaires, focus group interviews with students, and lesson observations by colleagues. The questionnaire aimed to gather quantitative data on students' learning habits, motivations, and independence, while focus group discussions provided qualitative insights into students' experiences regarding autonomous learning.
Findings: Results indicated that while some students engaged in independent study for several hours, many remained dependent on teacher guidance. The majority reported having some opportunities for autonomous activities, but the feedback from the teacher was inconsistent. Activities designed to promote independence were implemented but lacked the necessary stability and adaptation to meet all students' needs, particularly for those with special educational needs.
Implications: The findings highlight that although opportunities for autonomous learning exist, reliance on teacher support remains high. Other teachers may find that fostering autonomy requires not only engaging tasks but also consistent, differentiated support and structured guidance. Teachers might learn the importance of integrating varied, interest-driven activities and effective formative feedback to enhance students' independent learning habits. Sharing experiences among educators may also facilitate addressing common challenges in promoting student autonomy.
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Keywords (free text)
English as a foreign language, English language learning, autonomous learning, primary education, student engagement, exploratory action research