​Autonomous Language Learning Series

About the Series

Overview

The purpose of the Autonomous Language Learning series is to explore the theoretical, practical and philosophical relationships between learners and the ways in which they autonomously navigate the ongoing learning process. The series comprises both edited volumes and monographs by authors from different contexts. Many of the titles contain practical applications and also link ideas to future research possibilities. The series is designed for both new and experienced language educators who are involved with supporting learners in developing their autonomy for language learning. 

Titles

1. ​Learning Japanese: Voices of Experience. By Belinda Kennett and Yuriko Nagata (2018)
2. Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Edited by Klaus Schwienhorst (2018)
3. 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 (2019)
4. Autonomy in Language Learning: Opening a Can of Worms. Edited by Carol J. Everhard and Jo Mynard, with Richard Smith (republished 2018)
5. Autonomy in Language Learning: Advising in Action. Edited by Christian Ludwig and Jo Mynard (republished 2019)
6. The Answer is Learner Autonomy: Issues in Language Teaching and Learning. Edited by Anja Burkert, Leni Dam and Christian Ludwig (republished 2019)
7. Autonomy in Language Learning: Getting Learners Actively Involved. Edited by Marcella Menegale (republished 2019)
8. The Teacher’s Role in Developing Learner Autonomy. Edited by Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová (2020)
9. Navigating Foreign Language Learner Autonomy. Edited by Christian Ludwig, Giovanna Tassinari, and Jo Mynard (2020)
10. Supporting Learners and Educators in Developing Language Learner Autonomy. Edited by Jo Mynard, Michelle Tamala, and Ward Peeters (2020)
11. Am I an Autonomous Language Learner? Self-Perceived Autonomy in Trinidad and Tobago: Sociocultural Perspectives by Diego Mideros (2021)
12. Making Space for Autonomy in Language Learning. Papers from the 14th Nordic Conference on Developing Learner Autonomy in Language Learning and Teaching. Edited by Klaus Schwienhorst and Joy Ramos-Gonzalez (2023)
13. Developing learner autonomy in Foreign Language Learning: Papers from the June 2021 Independent Learning Association Conference, Mexico. Edited by Christian Ludwig, Maria Giovanna Tassinari, Adelina Ruiz Guerrero, and Kazuko Nagao 
14. ILAC Selections - Whose Autonomy? Voice and Agency in Language Learning. Edited by Adelia Peña Clavel & Katherine Thornton
15. Pulling Back the Curtain in Self-Access: Stories of Student Staff Member Motivation by Christopher Phelps NEW!
16. Reforming the Foreign Language Classroom: Empowering Students to Take Ownership. Edited by Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker NEW!

Forthcoming

• The Learning Mindset Notebook: A 12-Week Reflective Journal for Learning Learning by Satoko Kato and Mioko Yoshinaga
• Language Learner Autonomy: A Practical Guide by David Little
• Autonomy Among Unwilling Language Learners in Blended Environments: A Teacher’s Narrative by Diego Mideros
  
• ​Autonomy in Action: A Teacher’s Handbook for Developing Language Learner Autonomy at Primary and Secondary Levels by Birgitta Berger and Leni Dam​

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Target audiences

• Language educators, learning advisors, classroom teachers and researchers with an interest in promoting learner autonomy with learners of all ages;
• Students who wish to specialise in an area related to language learner autonomy;
• Language teachers and learning advisors seeking professional development and ideas for classroom research;

Key features

Features of the books:

• Can be edited volumes or monographs;
• Written by experts in the field with expertise both in research and practice;
• Link theory/research and practice;
• Contain further resources to help readers to develop their teaching and research;
• Point the reader towards potential areas for practice and research;
• Are usually around 60,000 words in length.

Prospective authors should contact us giving a brief overview of their focus area. Depending on the scope, we will then provide a proposal form and solicit further details and sample material.

Series Editors

Jo Mynard is an applied linguist based in Japan. She is a professor, Director of the Self-Access Learning Center, and Director of the Research Institute for Learner Autonomy Education at Kanda University of International Studies. She has an M.Phil. in Applied Linguistics from Trinity College, University of Dublin, Ireland, and an Ed.D. in TEFL from the University of Exeter, UK. Her research interests include learner autonomy, advising, self-access, and the psychology of language learning. She has co-authored and co-edited several books in related areas. She is the co-founder and Managing Director of Candlin & Mynard ePublishing. Read more...

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Adrian Leis is a professor at Tohoku Gakuin University in Japan with more than 25 years of experience teaching English. He earned his PhD from Tohoku University, and his research focuses on language learning motivation, computer-assisted language learning, and language pedagogy. He is the author of Insights into Flipped Classrooms and co-editor of Mindsets in Language Education and Innovations in Flipping the Language Classroom, and the co-editor of Screen Media in Foreign Language Education (2025). Adrian is also the co-author of the Dictogloss in Action textbook series and serves as editor of the JACET Journal.

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Details and proposal form

4._general_book_proposal.docx
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