Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning during the COVID-19 Pandemic

Abstract

The outbreak of the COVID-19 pandemic has represented a substantial challenge to educators worldwide with almost no predefined plans to deal with the negative outcomes of such crises and emergencies. The closure of schools and universities has forced public and private educational institutions to look for alternative methods for students to continue learning and understanding the remaining syllabi. Since attending on-campus classes has become impossible, and congregating in public places has become limited, self-access and virtual learning have become popular teaching modes implemented through self-access platforms. This paper sheds light on the negative consequences of COVID-19 on L2 learning and the different pathways self-access and virtual learning provide to students who have been deprived of face-to-face instruction. It also outlines the opportunities and challenges of these digital learning forms and online platforms that enhance self-access learning. Moreover, this paper provides an analysis of the practical mediums that foster learner autonomy in L2 settings and the responsibilities of students, teachers, and educational authorities in facilitating self-access learning. This paper eventually proposes that disrupted classes do not necessarily mean disrupted learning when self-access learning is facilitated, appropriate training is given, and students’ motivation and autonomy are enhanced.