THE SEMANTICS OF LEARNER AUTONOMY IN LANGUAGE LEARNING CLASSROOM

Abstract

The integration of comic studies into language learning has the potential to revolutionize the way students approach autonomy in the classroom. Comics, with their unique characteristics, offer an effective medium for fostering self-directed learning, critical thinking, and creativity among language learners. This article explores the interface between comic studies and learner autonomy, highlighting the potential benefits and opportunities for language learning in the classroom and beyond. There are challenges as well, as autonomous learning is about developing a more self-self-engaging and self-paced learning style, therefore sometimes it proves to be hindrance in developing speaking and listening skills. The role of a teacher as a facilitator and peer to peer learning modes comes in handy in such cases. Hence, autonomous learning does not rule out the role of a teacher as a mediator and a facilitator in this article, rather it outlines the ways and methods to use them as better resources for sustainable and enhanced learning processes.