Being a member of LASIG is a source of motivation and inspiration for my teaching, and I am really glad to be a part of it.

My first experience with LASIG was at the conference in Hannover (September 2013): here I had the opportunity to hear the inspiring words of Leni Dam and David Little, which I had until then only read in their books, and to meet Maria Giovanna Tassinari, whose ideas are so much in line with my working and teaching methods. I also remember a remarkable speech by Steven Scott-Brewer on motivation and the inner-game, which really made me think about my learning and teaching style.



The following year at the LASIG conference in Istanbul (May 2014) I gave a talk on learner autonomy and the role of emotions and I remember having an inspiring conversation with Leni Dam and Jo Mynard, who encouraged me to keep researching in this field and to promote autonomy among my students. The chance to visit other universities, to speak with colleagues from all over the world and to see how they work is the most enriching professional update one can ask for.

This year, after a long – but happy – break, due to maternity leave, I attended the 2018 IATEFL Conference and LASIG preconference in Brighton, which I found once again really motivating and inspiring for both my work and my research on teacher and learner autonomy.



In my experience as a language advisor at the Language Centre of the University of Parma, in fact, the concept of autonomy has always been a key note. I usually do not teach in a traditional language class, but I run study groups of 15/20 students who lack confidence in their language learning abilities and need guidance. Working with small groups of students (with me as teacher, but also as advisor and helper), enhances a unique sense of belonging, which is perhaps the most fascinating part of my job.

My aim is not only to provide knowledge and skills, but also to foster students’ self-esteem and motivation, to reduce their anxiety and to create the premises for a good group climate, thus enabling them to engage in their own learning.

What has been particularly interesting for me is to observe how the students gain more self-awareness during the semester and change their attitude towards the language and their learning skills: they are encouraged to reflect on their own learning and self-evaluate their outcomes, in a way that traditional university lessons do not allow.

I think that collaboration among students – learning with and from each other – is a fundamental aspect of learner autonomy. Many students have told me that coming into contact with other peers experiencing similar difficulties and problems was very useful and encouraging.



In this context, students help each other and become friends. They go to the cinema to watch films in the original language, they exchange books and materials and they even spend free time together, which helps to foster a sense of group belonging in the language classroom.

I am glad to be able to create a learning environment that enables students not only to reach positive results in their academic studies, but above all to raise more self-awareness and motivation in language learning.




Greta Bertolotti is a member of the IATEFL and LASIG. She works as a Language Advisor at the Language Centre at the University of Parma, Italy, where she also organizes and teaches English courses for university students.


Contribute to the post

Thank you Greta for contributing to the blog!

We’d like to encourage the readers to share their own thoughts and/or experience.

Here are some questions that might help your reflection:

  • Do you have any examples of non-traditional classroom teaching in your own cultural context?
  • What role does collaboration have in your students’ learning and/or classroom environment?
  • What role do emotions have in your students’ learning?



Curiouser and curiouser … fostering autonomy through language awareness (by Gillian Mansfield)



When I think of learner autonomy, a particular Erasmus student always comes to mind. It was quite a few years ago now, but I always use him as an example of how he took his learning of Italian into his own hands. He had been seconded to the University Language Centre in Parma to get some inside experience on language teaching with a view to taking it up as a career. I was curious to see a little notebook he brought in one morning and proudly showed me the number of new words he had learnt just by looking out of the window on the bus as he came to the university campus. He had decided that day to jot down some shop names that either he wasn’t very familiar with or that he realised had been coined to attract potential customers. So on this particular occasion, he had come up with words like “spaghetteria”, “paninoteca”  “birreria” that have now practically become part of everyday Italian. He noted the suffixes –eria and –teca and realised how they had been used in combination with typical food terms. We then discussed other tasks he could carry out when walking round the town – how many English words could he see in shop fronts, how many spelling mistakes could he find and then account for them (e.g. “Snek” bar written as it would be pronounced in Italian). I suggested using his camera too (it was before the era of the smartphone!) to build up a corpus of real life examples.

Encouraging learners to notice the language and culture around them whether they are at home or abroad, takes them outside the traditional confines of the language classroom and helps foster the critical reflection needed to develop language skills. I now suggest my students use their smartphones and snap photos of language examples they find interesting and can share with their peers in the class online forum. The important thing is to plant the seed in their minds that they must be curious about language, not only the language they are learning but also their mother tongue. It’s amazing what they can come up with that will prompt others to look for themselves. One of my classic “stimulants” in my translation class that has sent students “viral” is the following snapshot that some English Erasmus students took when I asked them to develop their powers of observation as they walked round the town, not only noting new words as their colleague above, but also bad or inappropriate translations:



This was just one instance, but also a collection of restaurant menus, clearly a result of machine translation, are another source of hilarity and occasion to use language skills. I further developed the idea of critical reflection with my Italian students learning English and also translation skills. The above photo sent them off to surf the net and find examples of their own to post on the class forum, adding a comment too on what they found. Further to this kind of identifying and correcting errors, another fruitful activity is to launch the idea of studying similar but not identical messages, as in adverts, easily retrievable in magazines or online, or any other area of particular interest (sport, cinema,…) to the individual.

Activities that combine critical reflection and enjoyment of a learning task is for me a positive step forward in sustaining motivation and helping students to think for themselves about the language and culture that surround them. Curiosity may have, alas, killed the cat, but it certainly won’t the language learner! Rather his/her lifelong learning skills can only benefit from being observant.



profile photo

Gillian Mansfield is Associate Professor at the Department of Modern Languages, University of Parma where she teaches English Language and Linguistics. Among her areas of research, she has focused on critical reflection and awareness-raising activities for her students with which they can bridge the gap between language competence and lifelong learning skills that incorporate intercultural competence.


Contribute to the post

In thanking Gillian for contributing the first post of this blog, we’d also like to encourage you, the reader, to share your own experience of some of the areas Gillian covers.

Here are a couple of questions that may get the process rolling, but nothing stops you from expanding beyond:

  • What role does curiosity have in your students’ learning?
  • Do you have any examples of misappropriation of English through misaligned translation in your own cultural context?


Exploring Learner Autonomy Around the Globe



LASIG is the Learner Autonomy Special Interest Group which is part of IATEFL, the International Association of Teachers of English as a Foreign Language.

Since its foundation by a small group of devotees in 1986, LASIG has greatly expanded its network, bringing together scholars, researchers, teachers, learning advisors and teacher educators who are all equally interested in autonomy in language learning.

LASIG’s areas of interest include a variety of spheres related to the implementation of language learner autonomy, such as learner differences, learning styles and learning strategies, motivation, the use of technology and multimedia, out-of-class language learning, lifelong learning, multiculturalism and cultural diversity.

The LASIG committee thought the time had come to set up a blog, exploiting the platform to provide further exploratory possibilities for a plethora of experiences related to autonomy in language learning. It’s an opportunity for those with field-specific interests to contribute by sharing narratives of personal experience and of a free exchange of related ideas, activities and resources.

The posts will be written by LASIG members, but not exclusively. Through the blog, we hope to give voice to those who have experienced learner autonomy in their professional or academic life and at the same time to give readers ideas to take inspiration from and to reflect upon. Moreover, some of the posts will be written by students, who will offer insight upon their experience of language learner autonomy.

Through the writers’ reflections and personal narratives of autonomy, the blog offers a great opportunity to connect globally and cross-culturally and to explore the fascinating world of Learner Autonomy from a wide variety of perspectives.

Posts will be published periodically, starting in early 2018.

If you’d like to contribute, please email the blog editors, Micòl and Sandro (contact details below).

We are looking forward to walking down the path of language learner autonomy with you!

Micòl Beseghi, University of Parma


Sandro John Amendolara, University of Helsinki