Title: From ‘learning by doing’ to ‘learning as doing’: Proactive language learning theory and the Autonomous Learning Modules (ALMS) course at the University of Helsinki Language Centre

Name of presenter: Fergal Bradley

 

Affiliation and academic title: University of Helsinki, University Instructor / Tampere University, Doctoral Researcher

 

Email address: fergal.bradley@helsinki.fi

 

Keywords: proactive language learning theory; learner autonomy; language counselling; learner behaviour; practitioner research

 

Abstract:

Proactive language learning theory (PLLT) (Papi & Hiver, 2024) is a learner-centred theory of successful language learning that focuses on learner behaviour. It portrays learning not as something that happens cognitively as a result of teaching experiences, but rather as activity, things learners actually do. PLLT specifically highlights four types of learner behaviour that comprise successful language learning: input-seeking behaviour, interaction-seeking behaviour, information-seeking behaviour, and feedback-seeking behaviour. With the focus on learner strategic activity and agency there are clear and acknowledged links to learner autonomy.

In this paper I examine autonomous learning on the ALMS course at the University of Helsinki Language Centre through the lens of PLLT. I focus particularly on the four types of behaviour and consider to what extent these are evident in ALMS students’ plans for and accounts of their learning. The data is generated through a reflective counselling journal, in which I record and reflect on counselling sessions with ALMS students. These sessions represent the primary pedagogical support on the course with the students engaged in an intentional reflective dialogue (Mynard & Kato, 2015) about their learning.

In this exploratory paper, I examine to what extent the four types of behaviour can be seen in the students’ approaches to learning, but also whether PLLT as a conceptual tool can help understand, recognise, and support learning for both students and counsellors. I tentatively hypothesise that PLLT will prove useful for raising students awareness of the diverse behaviours that contribute to language learning and thus contribute positively to learner autonomy and continuous learning. 

References:

Kato, S. & Mynard, J. (2015). Reflective dialogue: Advising in language learning. Routledge.

Papi, M. & Hiver, P. (2024). Proactive language learning theory. Language Learning.https://doi.org/10.1111/lang.12644