Commitment in learning plans: fostering learner autonomy in the second language classroom and beyond

Students who feel responsible for their learning can develop into autonomous and therefore successful and confident learners who are equipped for lifelong learning. In the attempt to support secondary students to take responsibility for their learning, the literature proposes the use of learning plans which can be described as written agreements on specific learning goals between students and teachers. However, little research has engaged in assessing whether students can feel committed towards, and as a result, take responsibility for their learning plan. Combining findings from education, educational and organisational psychology, and second language learning, this thesis aims at measuring various forms of commitment that students develop towards their learning plan. Furthermore, it attempts to establish links between student commitment, and other psychological concepts that influence the development of an autonomous learner - student engagement and academic self-efficacy. This thesis further explores a number of socio-economic and background factors that influence students' commitment. Finally, putting emphasis on second language learning, this thesis aims to identify the didactic factors that determine a learning environment of a successful learning plan which promotes learner autonomy. In this endeavour, this thesis proposes a mixed methods approach, consisting of two studies in the Australian secondary education system. Study one represents an empirical, longitudinal approach using student questionnaires. Study two pursues a qualitative approach in the form of student and teacher interviews. The findings support the view that students can develop various forms of commitment towards their learning plan and that it is a concept which appears to be linked to students' engagement and their confidence to take on academic tasks. In addition to that, the learning environment will be described within which learning plans promote controlled learner autonomy.