While text books in the language class have their place, in many cases, they are written by educators based on their own teaching environments, learner needs, and their own pedagogical backgrounds which bear no relation to my own particular teaching environment. The use of such textbooks in my own personal teaching context have often resulted in unsuccessful teaching outcomes and learners who are not focused on the language plans I envision for the class. After many years as a language educator, I have begun to question the idea of the teacher as the source of information and have started to consider whether a more productive approach to student learning may be to hand responsibility for learning up to the students themselves, using materials and sources they find and produce independently after being exposed to modelled examples of learning strategies. This paper introduces my particular approach to resolving such problems. And while this methodology is not unique in the field of language teaching, it is my hope is that my teaching strategies described in this paper may contribute to discussions and initiatives to language education in the field of EFL and associated language learning disciplines.
Alan George Milne (Sun,) studied this question.