In Pursuit Of Learning Autonomy: The Use Of Teachers’ Feedback On Learning Diaries

Abstract

Researchers have been paying a great deal of attention to investigate how theideal learning diaries are (Porter, Goldstein, Leatherman and Conrad, 1990) and theirfunction in second language learning (Woodfield and Lazarus, 1998). Less attention hasbeen given to explore the relationship between learning diaries and autonomouslearning, even though some experts believe that learning diaries is one of the effectivetechniques in supporting greater autonomy in language learning (e.g. Harmer, 2007).This article attempts to answer that gap. This article seeks to investigate the linkbetween feedback on learning diaries and autonomous learning. Gaining insights fromsix students and two teachers, the findings show that there is a connection betweenfeedback and autonomous learning. Furthermore, there is a slight mismatch between theway general and specific feedback are perceived by students and teachers. The teachersprefer to have general and specific feedback, but carefully select which points to correct.On the other hand, the students prefer to have specific feedback as they believe that itcan improve their writing ability. Further research is needed to find out the types offeedback that directly promote the development of students’ learning autonomy.