3. You still make a difference
Even though the average autonomous learner in Cole and Vanderplank’s (2016) study outperformed the average classroom learner, this doesn’t mean that all students are great at learning language on their own. In fact, ethnographic research on French students’ out-of-class learning (Bailly, 2011) revealed the following commonalities:
Some students used learning strategies that seemed to be inefficient. They set unrealistic and unreachable objectives, lacked criteria for finding and selecting resources matching their needs or their learning style. They did not know how to assess their skills and measure their progress without external help. (p. 127)
Thus, while college-aged learners are generally able to do well on their own, there are areas where they can clearly benefit from a teacher’s assistance. This is especially the case in FSA, where students are expected to interact with locals in new and unfamiliar contexts. Even though native speakers are all around them, students in immersive settings often lack the skills, confidence, and resources to make the most of their situation. Teachers can help by training students in the different communicative competencies, helping them set realistic learning goals and directing them to community events and activities that will allow them to meet and interact with people in their additional language in order to achieve those goals. By using the classroom as a core zone during FSA, teachers can make sure students are staying motivated, overcoming communication problems, and moving toward their objectives.