The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented.
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Cited by
Cited by 4 other publications
Ding, Feng
2021. Discussion. In First Year in a Multilingual University, ► pp. 155 ff.
Ding, Feng & Baohua Yu
2022. First year university students’ perception of autonomy: an individualistic approach. Journal of Further and Higher Education 46:2 ► pp. 211 ff.
Farivar, Asieh & Ali Rahimi
2015. The Impact of CALL on Iranian EFL Learners’ Autonomy. Procedia - Social and Behavioral Sciences 192 ► pp. 644 ff.
[no author supplied]
2020. Identifying and Constructively Engaging Learner Resistances in the Online Classroom. In Profiling Target Learners for the Development of Effective Learning Strategies [Advances in Educational Technologies and Instructional Design, ], ► pp. 67 ff.
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