Balancing Power-sharing In The Classroom: Fostering Learner Autonomy Through Collaborative Learning

Résumé: Twenty-first century pedagogy has transformed teaching practices from being teacher-centered to ones that call for student inclusion and autonomy. In this regard, learner autonomy has been perceived as a joint goal rather than an individualized objective. This shift towards balancing power in the classroom highlights the merits of collaborative learning in fostering learner autonomy in the learning process. This article aims at approaching the development of learner autonomy from a social constructivist perspective and highlighting the relation between collaborative learning and learner autonomy development. It is also meant to suggest some practical classroom techniques that revolve around collaboration and critical thinking skills. This would create an inclusive learning environment for the students where they can develop not only their language skills but also their life-long learning skills.

Publié dans la revue: مجلة الأثر للدراسات النفسية والتربوية