Critical analysis of media towards the promotion of EFL students’ learning autonomy

Abstract

This work presents the process and results of this research project in an EFL classroom at a public university at the south of Bogotá. The university claims for the generation and spread of knowledge with autonomy and vocation, and the opening of spaces for reflection and pedagogical actions in response to the challenges that globalization demands. However, students’ comments imply autonomy practices are not present in their learning process, and this fact reveals a mismatch between the university mission and the actual learners’ situation. The investigation explored how the critical analysis of media promoted 6 students’ autonomous learning practices in the English as a foreign language class. This work was done within a total of 16 weeks to answer the research question “What aspects of learning autonomy are unveiled through a critical analysis of media in an EFL class at Universidad Distrital?” This study followed the qualitative paradigm and was based on a case study approach. In order to report this process, data was collected from students’ questionnaires, students’ journal, artifacts and class observations. The gathered evidence indicated that students gained awareness in relation to the English language learning process and the content of learning. They showed significant progress towards the promotion of learning autonomy practices, which implied detached analysis and reflection about media aspects, elements of critical thinking, as well as consciousness at the moment of making decisions and working independently.