This article has been reviewed according to Science X's editorial process and policies. Editors have highlighted the following attributes while ensuring the content's credibility: Research from Queen Mary University of London explores how combining learner autonomy with student-led inquiry can create a more engaging and collaborative experience for international students learning academic English. What happens when students are given more say in what they learn, how they learn it and which questions they want to investigate?
A new study from Queen Mary University of London, led by Dr. Ana Ines Salvi, suggests that giving international students greater agency in the classroom can create opportunities for deeper learning, collaboration and reflection. The research, published in the Journal of English for Academic Purposes, explored what happened when learner autonomy was combined with Exploratory Practice—an approach that encourages teachers and students to investigate questions and develop understanding together.
The study was carried out during a four-week pre-sessional English course for 17 international students preparing to study a master's degree in manufacturing at a UK university. Rather than relying solely on teacher-led instruction, students were encouraged to make decisions about aspects of their learning based on their own needs. They worked collaboratively, reflected on their progress and investigated questions—or "puzzles"—that interested them.
These included questions such as "Why are we here?", "Why is it hard to find accommodation around the university?" and "Why is it hard to come up with a good idea for our library project?" Students researched their questions using sources including academic literature and the internet, discussed their findings with classmates and presented what they had learned. The research identified five key themes in students' experiences: learning through interaction and collaboration, student agency, working toward understanding, quality of life and joy and integrating research into teaching and learning. Students' feedback indicated that they valued being able to make decisions about their learning and work together with their peers.
Some students also said that keeping a daily learning diary helped them reflect on what they had learned and consider what they wanted to do next. The exploratory activities also gave students the opportunity to develop research and interpersonal skills. For example, students reported learning how to formulate questions, collect and organize information, interview people and work with classmates from different countries.
Importantly, the research does not suggest that students should simply be left to learn independently. Students also highlighted the value of guidance from the teacher, with some suggesting that they would have welcomed more support when making decisions or working in groups. Salvi combined the two approaches to explore how they could complement one another.
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