Giving students a voice in how they learn could transform the classroom experience

A new study from Queen Mary University of London suggests that giving international students more control over their learning experience can lead to enhanced engagement, collaboration, and deeper understanding. Researchers led by Dr. Ana Ines Salvi investigated how combining learner autonomy with an approach called Exploratory Practice could benefit students learning academic English.

Over a four-week pre-sessional course, 17 international students were encouraged to make decisions about how they wanted to learn, investigate questions that interested them, and collaborate with classmates. Rather than relying solely on teacher-led instruction, students worked together to research topics such as the purpose of the course, challenges related to university life, and developing ideas for a library project.

The study identified five key themes in students' experiences, including the value of learning through interaction and collaboration, fostering student agency, striving for understanding, improving quality of life, and integrating research into teaching. Participants valued having a say in their learning and working with peers, as well as the opportunity to develop research and interpersonal skills.

However, students also noted the importance of teacher guidance, with some expressing a desire for more support when making decisions or working in groups. While the study's findings are specific to this particular classroom context, researchers suggest that combining learner autonomy and Exploratory Practice could offer teachers a way to integrate research, reflection, and student-led inquiry into everyday teaching, rather than treating research as a separate activity.