Supporting Learners and Educators in Developing Language Learner Autonomy. Edited by Jo Mynard, Michelle Tamala and Ward Peeters
(Autonomous Language Learning Series) [Kindle | ePub | Print | Scribd | Apple | Proquest]
This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy.
Through six detailed chapters, we look at different aspects of learner autonomy that support both students and educators as they become more autonomous in their practise. The authors pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this.
The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades.
Through six detailed chapters, we look at different aspects of learner autonomy that support both students and educators as they become more autonomous in their practise. The authors pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this.
The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades.
Chapters
- Introduction: Michelle Tamala: Supporting learners and educators in developing language learner autonomy [sample chapter]
- Chapter 1: Dominic G. Edsall: How much can we really know about learner autonomy?
- Chapter 2: Katja Heim and Stephan Gabel: Practitioner research in preservice teacher education and the promotion of teacher autonomy
- Chapter 3: David McLoughlin: Interest development and self-regulation of motivation
- Chapter 4: Jo Mynard and Scott J. Shelton-Strong: Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach
- Chapter 5: Ward Peeters: Peer interaction and scaffolded support on social media: Exercising learner autonomy
- Chapter 6: Ward Peeters: Research agenda for supporting learners and educators in developing language learner autonomy
About the editors
Jo Mynard 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 in Chiba, Japan. She holds an Ed.D. in TEFL from the University of Exeter, UK and an M.Phil. in Applied Linguistics from Trinity College, University of Dublin, Ireland. She is the founding editor of Studies in Self-Access Learning Journal and has also co-edited and co-authored several books related to learner autonomy and advising in language learning.
Michelle Tamala has been interested in learner autonomy as a second language learner and later as a teacher of LOTE (languages other than English) and teacher of both migrants and international students. In her roles as classroom teacher, manager of both ILCs and SACs, and academic coordinator Michelle has had experience in implementing autonomous approaches in a variety of contexts.
Ward Peeters is a post-doc researcher in linguistics at the University of Antwerp (Belgium) and a research fellow at Kanda University of International Studies (Japan). He studies social network impact in foreign language learning and has conducted research projects in Belgium, South-Africa and Japan as part of an extensive study on computer-supported collaborative work.
Review
"The well-integrated collection of chapters addresses a wide range of issues, such as practitioner research, interest, motivation, self-determination theory and self-regulation. The first contribution, by Dominic G. Edsall, provides a splendid summary of the many attempts that have been made to define learner autonomy ‘in ways that fit with underlying educational theory’ (p. 8). Thus, it not only offers a comprehensive guide to exploring and researching learner autonomy but, more importantly, puts the remaining contributions into the broader context of over 50 years of autonomy research.
...What I particularly enjoyed about reading the edited volume is how the carefully selected contributions are framed by both the concise introductory chapter by Michelle Tamala and the concluding contribution by Ward Peeters on behalf of the editors. The greatest value of this edited volume, however, lies in its capacity to restate and continue to develop important questions that deserve further attention."
Christian Ludwig, Freie Universität Berlin, Germany (published in IATEFL Voices (November/December 2020) Issue 277, p. 22)
...What I particularly enjoyed about reading the edited volume is how the carefully selected contributions are framed by both the concise introductory chapter by Michelle Tamala and the concluding contribution by Ward Peeters on behalf of the editors. The greatest value of this edited volume, however, lies in its capacity to restate and continue to develop important questions that deserve further attention."
Christian Ludwig, Freie Universität Berlin, Germany (published in IATEFL Voices (November/December 2020) Issue 277, p. 22)
Publication details
Publication date: May, 2020
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, $19.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9780463345665 [purchase]
ISBN (print): 9798644809264
DOI https://doi.org/10.47908/8
Series editor: Jo Mynard
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, $19.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9780463345665 [purchase]
ISBN (print): 9798644809264
DOI https://doi.org/10.47908/8
Series editor: Jo Mynard