Learner and Teacher Autonomy
Concepts, realities, and response
Editors
| University of Sheffield
| Department of Second Language Studies, University of Hawaii
This edited volume offers a cohesive account of recent developments across the world in the field of learner and teacher autonomy in languages education. Drawing on the work of eminent researchers of language learning and teaching, it explores at both conceptual and practical levels issues related to current pedagogical developments in a wide range of contexts. Global shifts have led to an increase in autonomous and independent learning both in policy and practice (including self-access and distance learning).
The book’s scope and focus will therefore be beneficial to language teachers as well as to students and researchers in applied linguistics and those involved in pre- and in-service teacher education. The book concludes with an overview of the state of research in this field, focusing on the (inter)relationships between the concepts of learner and teacher
autonomy
.
[AILA Applied Linguistics Series, 1] 2008. vii, 286 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
|
Preface
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vii
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Part 1. Introduction
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1
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3–4
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5–11
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Part 2. Concepts
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13
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15–32
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33–46
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47–62
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63–79
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Part 3. Realities
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81
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83–102
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103–124
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125–140
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141–160
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161–183
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Part 4. Responses
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185
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187–203
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205–215
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217–235
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237–266
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Part 5. Epilogue
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267
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269–284
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Index
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285–286
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“[...] a treasure trove both of good practice descriptions and of new directions in present-day thinking about the autonomy approach in language learning.”
Henri Holec
Cited by
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2020. Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure.
Innovation in Language Learning and Teaching 14:2 ► pp. 97 ff.
Al-Busaidi, Saleh S. Al-Busaidi S. & Faisal S. Al-Maamari
2014. Exploring University Teachers’ Understanding of Learner Autonomy.
Theory and Practice in Language Studies 4:10
ALI, DINCER
2019. LANGUAGE TEACHER AUTONOMY IN TURKISH EFL CONTEXT: RELATIONS WITH TEACHERS' AUTONOMY AND JOB SATISFACTION LEVELS.
i-manager’s Journal on English Language Teaching 9:2 ► pp. 11 ff.
Azari Noughabi, Mostafa & Seyed Mohammad Reza Amirian
2021. Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation.
English Teaching & Learning 45:1 ► pp. 71 ff.
Cirocki, Andrzej & Syafi’ul Anam
2021. ‘How much freedom do we have?’ The perceived autonomy of secondary school EFL teachers in Indonesia.
Language Teaching Research ► pp. 136216882110074 ff.
Ciubăncan, Magdalena
2018.
In Foreign Language Teaching in Romanian Higher Education [Multilingual Education, 27],
► pp. 265 ff.
Dikilitaş, Kenan
2020.
In Lessons from Good Language Teachers,
► pp. 54 ff.
Dikilitaş, Kenan & Simon E. Mumford
2019. Teacher autonomy development through reading teacher research: agency, motivation and identity.
Innovation in Language Learning and Teaching 13:3 ► pp. 253 ff.
Ding, Alex
2009. Tensions and struggles in fostering collaborative teacher autonomy online.
Innovation in Language Learning and Teaching 3:1 ► pp. 65 ff.
Ding, Alex & Ian Bruce
2017.
In The English for Academic Purposes Practitioner,
► pp. 117 ff.
Durán-Bautista, Diana Carolina
2019.
In Innovative Trends in Flipped Teaching and Adaptive Learning [Advances in Educational Technologies and Instructional Design, ],
► pp. 110 ff.
Gandana, Isti & Graham Parr
2013. Professional identity, curriculum and teachingIntercultural Communication: an Indonesian case study.
Language, Culture and Curriculum 26:3 ► pp. 229 ff.
Glas, Katharina
2016. Opening up ‘spaces for manoeuvre’: English teacher perspectives on learner motivation.
Research Papers in Education 31:4 ► pp. 442 ff.
Jones, Ann, Agnes Kukulska-Hulme, Lucy Norris, Mark Gaved, Eileen Scanlon, Jan Jones & Andrew Brasher
2017. Supporting immigrant language learning on smartphones: A field trial.
Studies in the Education of Adults 49:2 ► pp. 228 ff.
Kong, Pei Pei
2020. Understanding the teachers’ perspectives on the role of teacher autonomy in English classrooms in Chinese secondary schools.
Educational Studies ► pp. 1 ff.
Maclellan, Effie
2016. Agents pedagogical: Bootstrapping reflexive practice through the psychological resources of self-agency.
Journal of Pedagogy 7:2 ► pp. 79 ff.
Mozzon-McPherson, Marina
2013. Defining the field: the use of discourse analysis as a reflective tool in the professional development of language learning advisers as practitioners and researchers.
The Language Learning Journal 41:2 ► pp. 219 ff.
Nagai, Noriko, Gregory C. Birch, Jack V. Bower & Maria Gabriela Schmidt
2020.
In CEFR-informed Learning, Teaching and Assessment [Springer Texts in Education, ],
► pp. 241 ff.
Newby, David
2012. Supporting good practice in teacher education through the European Portfolio for Student Teachers of Languages.
Innovation in Language Learning and Teaching 6:3 ► pp. 207 ff.
Nguyen, Cao Thanh
2012. The Roles of Teachers in Fostering Autonomous Learning at the University Level.
Procedia - Social and Behavioral Sciences 47 ► pp. 605 ff.
Paradis, Audrey, Sonja Lutovac, Katri Jokikokko & Raimo Kaasila
2018. Canadian and Finnish upper-secondary school mathematics teachers’ perceptions of autonomy.
Pedagogy, Culture & Society 26:3 ► pp. 381 ff.
Phan, T.T. Huyen & M. Obaidul Hamid
2017. Learner autonomy in foreign language policies in Vietnamese universities: an exploration of teacher agency from a sociocultural perspective.
Current Issues in Language Planning 18:1 ► pp. 39 ff.
Reinders, Hayo
2018.
In The TESOL Encyclopedia of English Language Teaching,
► pp. 1 ff.
Tatzl, Dietmar, Wolfgang Hassler, Bernd Messnarz & Holger Flühr
2012. The Development of a Project-Based Collaborative Technical Writing Model Founded on Learner Feedback in a Tertiary Aeronautical Engineering Program.
Journal of Technical Writing and Communication 42:3 ► pp. 279 ff.
Tavakoli, Mansoor, Hadi Yaghoubinejad & Nourollah Zarrinabadi
2018. Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?.
Current Psychology 37:3 ► pp. 477 ff.
Öztüfekçi, Ali & Enisa MEDE
2019. ÖĞRENCİ VE ÖĞRETMENLERİN GÖZÜNDEN YÜKSEKÖĞRETİMDE DİL ÖĞRENİMİNDE ÖĞRENEN ÖZERKLİĞİNİN İNCELENMESİ.
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi ► pp. 1423 ff.
This list is based on CrossRef data as of 14 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching