Autobiographical analysis of the autonomy development in English learning and teaching
DOI:
https://doi.org/10.5281/zenodo.17504548Palabras clave:
Autonomy, Language learning, Autobiographical research, Narrative research, Multimodal narrativeResumen
This study presents the autobiographical analysis of a multimodal narrative about the English learning journey of an English teacher, aiming to identify elements that demonstrate the autonomy development through the learner-to-teacher process. The corpus of the analysis consists of a multimodal narrative, from which selected excerpts were chosen to deepen the discussion on autonomy. The narrative is analyzed based on Oxford’s model (2003), developed to systematize the analysis of autonomy in language learning. Among the perspectives described in the model, this study adopts the political-critical perspective for the analysis, mobilizing elements related to context, agency, motivation and learning strategies. These elements allowed us to identify the limitations and potentialities in the development of autonomy in ESL learning, such as the impact of public policies and technological advances and the Internet on this process. In addition, the study highlights the transformative potential of autobiographical analysis as a tool in training for reflective teaching practice.
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