Fostering Learner Autonomy: Learners, Teachers and Researchers in Action. Edited by Christian Ludwig, Annamaria Pinter, Kris Van de Poel, Tom Smits, Maria Giovanna Tassinari, and Elke Ruelens
(Autonomous Language Learning Series) [Kindle | ePub | Print | Apple | Scribd | Proquest]
This collection of papers is the result of a conference by the IATEFL Learner Autonomy Special Interest Group which was held at the University of Antwerp in Belgium in March 2016. The volume contains 16 chapters that bring together language learner autonomy and the complex and multifaceted concept of action research.The main aim of action research is to find answers to everyday, real problems and to bring about immediate change in practice for participants. Developing learner autonomy is an ongoing process (of negotiation) between teachers and learners. Language learner autonomy is not solely the responsibility of the teacher but also depends on the learners’ active participation and requires them to play a pro-active role in the whole process of learning. This volume shows that learner autonomy is both a prerequisite and ultimate goal of (action) research. In other words, learner autonomy provides the necessary framework for classroom action research in the broadest sense in which learners not only play an active role, but become (action) researchers themselves.
Chapters
Chapters by contributing authors:
- Chapter 1: Introduction by Christian Ludwig, Annamaria Pinter, Kris Van de Poel,Tom Smits, Maria Giovanna Tassinari, and Elke Ruelens
- Chapter 2: Ten golden rules for successful language acquisition in an autonomous learning environment by Leni Dam and Lienhard Legenhausen
- Chapter 3: Action research and language learner autonomy: An exploratory journey by Christian Ludwig
- Chapter 4: Action research for learner autonomy in situ: From idea to dissemination by Kris Van de Poel
- Chapter 5: Teachers exploring classrooms with children as co-researchers by Annamaria Pinter
- Chapter 6: Fostering EFL teacher trainees’ autonomy through collaboration with students as co-researchers by Hideo Kojima
- Chapter 7: Teaching (self-)editing skills to improve writing: An exercise in self-directed, constructivist learning by John Linnegar
- Chapter 8: What I never knew I always needed: Raising nurses’ awareness about language and communication learning needs by Marilize Pretorius
- Chapter 9: ‘Fashioning ourselves into our texts’: Exploring learner/teacher identity in an academic writing course by Fergal Bradley
- Chapter 10: Supporting English majors’ autonomous learning through self-reflection and self-regulation training by Elke Ruelens and Marina Vulovic
- Chapter 11: Encouraging learner autonomy in an EFL classroom: Action research by Mizuka Tsukamoto
- Chapter 12: ‘Totally awesome’. Exploring teachers’ scope of action to enable and support autonomous learning by Elena Gallo
- Chapter 13: Two heads are better than one: Collaborative learning under scrutiny by Anja Burkert
- Chapter 14: Goals and goal-setting in tandem language learning by Kathleen M. O’Connor
- Chapter 15: The value of autonomy in one-to-one tutoring in foreign language learning by Aida Montenegro
- Chapter 16: An autoethnographic approach to doing autonomy (action) research by Carol J. Everhard
Publication details
Publication date: 2018
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, 283 pages, $29.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9781370492671
ISBN (print): 9781980327912
Series editor: Jo Mynard
Purchase ebook here
Purchase discounted print version at BEBC, UK
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, 283 pages, $29.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9781370492671
ISBN (print): 9781980327912
Series editor: Jo Mynard
Purchase ebook here
Purchase discounted print version at BEBC, UK