Autonomous Learning and English Language Proficiency in a B.Ed. in Languages Program

This paper reports on an ongoing research project on autonomous learning and English language proficiency being conducted in the B.Ed. in Languages Program in a Colombian private university. There were three phases in this study, observation, action and reflection. Preliminary findings in phase one identified the following traits: low proficiency in English, learners' dependency on teachers, and lack of resources for independent work. Based on these results an action plan was designed. Phase two consisted of the implementation of five stages of a model of autonomous learning. In the third phase it is expected that results will show the ways in which autonomy and language proficiency interact.