Chapter 6: Research Agenda for Supporting Learners and Educators in Developing Language Learner Autonomy by Ward Peeters
Abstract
In this chapter, the author reflects on the ideas in this volume, that have explored some of the theoretical foundations, philosophical underpinnings, practical applications as well as evaluations of learner autonomy and learner autonomy spaces. In the editors’ view, the findings that are presented throughout the chapters exemplify the ‘social turn’ in researching learner autonomy development and second language acquisition, in which the social, interactive and co-dependent nature of the concept has increasingly come to the foreground (cf. Little, Dam, & Legenhausen, 2017; Peeters & Ludwig, 2017; Toohey & Norton, 2003). This social turn also forms the backbone of the research agenda that is presented in this section, with questions about the context of learning, the different frames in which autonomy can develop and how we define ‘value’ in learning. By making suggestions for how to start answering these questions, this chapter aims to outline a pathway for future research in the field of learner autonomy.
About the Contributor
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.
Citation
Peeters, W. (2020). Research agenda for supporting learners and educators in developing language learner autonomy In J. Mynard, M. Tamala, & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 153-162). Candlin & Mynard. https://doi.org/10.47908/8/6
In this chapter, the author reflects on the ideas in this volume, that have explored some of the theoretical foundations, philosophical underpinnings, practical applications as well as evaluations of learner autonomy and learner autonomy spaces. In the editors’ view, the findings that are presented throughout the chapters exemplify the ‘social turn’ in researching learner autonomy development and second language acquisition, in which the social, interactive and co-dependent nature of the concept has increasingly come to the foreground (cf. Little, Dam, & Legenhausen, 2017; Peeters & Ludwig, 2017; Toohey & Norton, 2003). This social turn also forms the backbone of the research agenda that is presented in this section, with questions about the context of learning, the different frames in which autonomy can develop and how we define ‘value’ in learning. By making suggestions for how to start answering these questions, this chapter aims to outline a pathway for future research in the field of learner autonomy.
About the Contributor
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.
Citation
Peeters, W. (2020). Research agenda for supporting learners and educators in developing language learner autonomy In J. Mynard, M. Tamala, & W. Peeters (Eds.), Supporting learners and educators in developing language learner autonomy (pp. 153-162). Candlin & Mynard. https://doi.org/10.47908/8/6
Information About the Book
Title: Supporting Learners and Educators in Developing Language Learner Autonomy
Editors: Jo Mynard, Michelle Tamala, and Ward Peeters
Publication date: May 2020
Read more...
Title: Supporting Learners and Educators in Developing Language Learner Autonomy
Editors: Jo Mynard, Michelle Tamala, and Ward Peeters
Publication date: May 2020
Read more...