A pedagogical transition towards learner autonomy in Maltese language teaching : a case study

Abstract

This study investigates the impact of a pedagogical transition involving targeted pedagogical adaptations aimed at developing learner autonomy in a Maltese primary school. Employing a case study methodology, the empirical project was carried out over one scholastic year in three classes of seven- to eight-year-old pupils during the first year of implementing a learning outcomes curriculum mandated nationally. It examines how targeted modifications to classroom pedagogy fostered a transition to learner autonomy and assesses the impact on the efficacy of the teaching and learning process. The study adopts a cyclical design that utilises several qualitative research methods to investigate the context, provide professional development, collect evidence, and interpret the findings, thereby supporting the implementation of change. Using textual and visual evidence, the data is analysed through a thematic structure elicited from common links identified among learning theories. Evaluative instruments, such as the Self-Evaluation checklist for teachers, a Learner Autonomy Scale and the Teaching and Learning Effectiveness Scale, have been designed for this study and can be easily utilised elsewhere. So far, only a limited amount of research has investigated the improvement of learner autonomy, especially the actual implementation practices of a learning outcomes framework (LOF). Internationally, research on the development of learner autonomy in an LOF context primarily focuses on higher education institutions. In Malta, no research had investigated the implementation of the learning outcomes curriculum with a special focus on promoting learner autonomy when teaching the native language in primary schools. This research demonstrates that implementing targeted collaborative practices between pupils, the strategic use of technology, the refinement of questioning techniques by the teacher and the incorporation of external environments for educational purposes, contribute to enhancing learner autonomy. Thus, this thesis bridges the existing research gap by enriching the pedagogical science of learner autonomy and curriculum design. The results and insights obtained are useful locally and internationally for educators and policymakers alike.