Skip to main content Skip to main navigation menu Skip to site footer

Learning How to Learn Languages: A Transformative Learning Approach to Empower Effective Language Learners


This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction, promote self-directed, independent learning, and raise awareness of the cognitive and socio-emotional processes involved in language learning. Students’ feedback indicate that the course had a significant impact on their perceptions of adult language learning, their capacity to reflect on their use of strategies, and the importance of developing a plan to continue applying these new understandings in their academic pursuits. The course fostered a shift in students’ perspective, from viewing themselves as passive recipients of ‘language injections’, to becoming self-directed, motivated, and independent learners.

Published: 2023-08-14
Issue:Online First
Section:Practice Reports
How to Cite
Eisenchlas, S. A., & Shoecraft, K. (2023). Learning How to Learn Languages: A Transformative Learning Approach to Empower Effective Language Learners. Student Success.

Author Biographies

Griffith University
Australia Australia

Susana A. Eisenchlas is a Senior Lecturer in Linguistics/Applied Linguistics in the School of Humanities, Languages and Social Science, Griffith University, Australia. She has published extensively in the areas of intercultural communication, gender studies, first/second language acquisition and bi/multilingualism. Susana is on the editorial board of a number of international journals on bilingualism and is a co-editor of the open access book series Current Issues in Bilingualism published by Language Science Press.  

Griffith University
Australia Australia

Kelly Shoecraft is an Applied Linguist and currently a Lecturer in Learning and Teaching at Griffith University, Australia. She has 25 years experience teaching (and learning) languages in Australia, Japan, Europe and Canada. Kelly's research interests include childhood bilingualism, translanguaging, second language acquisition, plurilingualism and technology enhanced learning. 

Open Access Journal
ISSN 2205-0795