Enhancing Learner Autonomy in an On-line Editing Programme

Little (1999) argues that in formal educational contexts, “the basis of learner autonomy is acceptance of responsibility for one’s own learning” (p.11). An autonomous learner takes responsibility for various aspects of learning (Benson & Voller, 1997; Holec, 1981). This study examines how learner autonomy opportunities were provided at various stages of writing in an on-line editing programme for a group of electronic engineering students and how the students took charge of their language learning when receiving feedback on their technical writing. The impact on their own learning effectiveness of the decisions students made is also discussed.