Main Points:

• new views of the role of education
• active learners learn better
• CILL facilities and information

The philosophy of independent learning rose to prominence with new views of the role of education. Holec (1981: 1) describes a change since the 1960’s from a view of man as a ‘product of his society’ to man as a ‘producer of his society’, and the role of adult education as having the objectives of equal opportunities, responsible autonomy, personal fulfillment and the democratisation of education. He defines autonomy as "the ability to take charge of one’s own learning." Holec (1981 :3)

The CILL Internet site aims to give learners this ability at different levels, for example by explaining the advantages of independent learning , or by providing them with tools to make them less reliant on a teacher, for example e-mail and text conferencing for communication with native speakers of the language they are learning, so that they are not reliant on the teacher as their only source of authentic second-language (L2) communication.

Thus the learner can become a ‘producer of his society’ by becoming part of and contributing to the society that is formed by users of the Internet.

Sheerin (1997: 56) describes a general belief among educators (eg. Nunan: 1997, Pemberton et al.: 1997, Littlewood: 1981, Ur: 1988 ) that "learning is more effective when learners are active in the learning process, assuming responsibility for their learning and participating in the decisions that affect it."

One of the aims of the CILL Internet site is to promote these ideals for example by helping learners become more active in the learning process through their participation in syllabus design to evaluation process. Learners can use the advice on planning their work, the learner pathways, the lists of materials for common learner needs, on-line learning materials, and the information on self-assessment of their work.

Learners are encouraged to assume responsibility for their own learning by taking part in the above process, and also by being responsible for the frequency, duration and pace of their studies. The CILL Internet site is on-line and available to learners 24 hours a day.

Learners can participate in the decisions that affect their learning both by making decisions about how and what to study by themselves, and by communicating with CILL staff by e-mail for advice and about resources. CILL has an e-mail address, eccill@polyu.edu.hk, and an advice service for learners, in which a CILL tutor will reply to learner enquiries with 48 hours.

Holec, Henri (1981) Autonomy in Foreign Language Learning Oxford: Pergamon

Littlewood, William (1981) Communicative Language Teaching - an Introduction Cambridge: Cambridge University Press

Nunan, David (1997) Designing and adapting materials to encourage learner autonomy. In Benson, Phil & Voller, Peter, eds. (1997) Autonomy and Independence in Language Learning London: Longman, 192 - 203

Pemberton, Richard; et al.(1996) Taking Control: Autonomy in Language Learning Hong Kong, Hong Kong University Press

Sheerin, Susan (1997) An exploration of the relationship between self-access and independent learning. In Benson, Phil & Voller, Peter, eds. (1997) Autonomy and Independence in Language Learning London: Longman, 54 - 65

Ur, Penny (1988) Grammar Practice Activities Cambridge: Cambridge University Press