Autonomy in Language Learning: Getting Learners Actively Involved. Edited by Marcella Menegale
(Autonomous Language Learning Series) [Apple] [ePub] [Kindle] [Perlego] [Print] [Proquest] [Scribd]

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The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning. The volume explores concepts such as ‘motivation’, ‘self-efficacy’, ‘learner strategies’, ‘self-reflection’, as well as the use of specific autonomous tools and tasks that may be included in the curriculum, yet help students make the most of out-of-class language learning opportunities. The volume features contributions by Anna Uhl Chamot, Leni Dam, Lienhard Legenhausen, David Little and Marcella Menegale with a foreword by Carmel Mary Coonan. It was inspired by an International Conference on Language Learner Autonomy held at Ca’ Foscari University, Venice in September 2011 supported by the IATEFL Learner Autonomy Special Interest Group.
 
Since its original release, this volume has been considered to have made a notable contribution to the field of learner autonomy. Although undoubtedly there have been many changes in circumstances, ideas, and programmes since the original publication of this book in 2012, it has been republished it ‘intact’ in order to offer a true account of the field at the time of tits original release.
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Chapters

Preliminaries
  • Foreword by Carmel Mary Coonan                                        
  • Preface and acknowledgements by Marcella Menegale
  • Notes on the 2019 edition                                          
  • Introduction by Marcella Menegale 
 
Section One: Researching Language Learner Autonomy
  • Chapter 1: Lienhard Legenhausen: Researching autonomous language learning: Issues and some findings
  • Chapter 2: Donna Clarke: Exploring autonomous learning: A teacher’s experience and learners’ perceptions
  • Chapter 3: Irina Minakova: Action research based on fostering learner autonomy principles in English classes of the Czech secondary school
  • Chapter 4: Luc Geiller: Turning input into intake: Autonomous reading and its impact on writing
  • Chapter 5: Hideo Kojima: Developing autonomy in EFL learning and teaching: A portfolio program under collaborative and reflective supervision
                                                                                   
Section Two: Language Learner Autonomy in the Curriculum
  • Chapter 6: Leni Dam: Developing learner autonomy: From theory to classroom practice
  • Chapter 7: Anna Uhl Chamot: Developing autonomous language learners: The roles of learning strategies and differentiated instruction
  • Chapter 8: Luciano Mariani: Intercultural communication strategies for learner autonomy
  • Chapter 9: Naghamana Ali: Learner autonomy in a multicultural Middle Eastern context: A curricular interpretation
                                                              
Section Three: Tools for Self-reflection in Language Learner Autonomy
  • Chapter 10: David Little: Tools to develop learner autonomy: A Vygotskian perspective on the language learning process
  • Chapter 11: Fabrizia Del Vecchio: Scaffolding autonomous competence in the ESP tertiary classroom: An analysis of learners’ perceived effects
  • Chapter 12: Andrés Canga Alonso: Students’ portfolios to foster autonomy in translation learning
  • Chapter 13: Luisa Bozzo: Developing advanced language learners’ autonomy in blended learning
  • Chapter 14: Christine Tiefenthal: Feedback, evaluation and grading in the autonomous foreign language classroom. An overview based on a teacher’s experiences

Section Four: Connecting In and Out-of-Class Language Learner Autonomy
  • Chapter 15: Tanya McCarthy: Re-defining the learning space: Advising tools in the classroom
  • Chapter 16: Marcella Menegale: A study on knowledge transfer between in and out-of-school language learning
  • Chapter 17: Annamaria Cacchione: Smart (and autonomous) as a phone? Mobile language learning testbed through two trials within the European SIMOLA project

About the editor

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Marcella Menegale is Research Fellow and Teacher Trainer at Ca’ Foscari University of Venice (Italy), where in 2011 she received her PhD with a thesis on language learner autonomy and plurilingualism in secondary school contexts. Her areas of interest are learner autonomy aimed at the development of plurilingualism, CLIL and language intercomprehension.

Publication details

Publication date: 2019 (originally published in 2012 as an ebook by IATEFL)
Ebook, $9.99 [Available from Amazon Kindle, Apple, Kobo and other ebook stores]
Print book, 327 pages, $29.99 [Available from Amazon and other online booksellers]
Series: Autonomous Language Learning
ISBN (ebook): 9781370640805
ISBN (print): 9781672468572
Series editor: Jo Mynard
Purchase ebook here