Learner Autonomy in Language Learning

Publications

(for members’ publications before 2011, see the archive page)

1. Symposium Publications

The following publications have emerged directly from symposia organized at AILA congresses by the Research Network (formerly Scientific Commission) on Learner Autonomy in Language Learning:

Papers from the 2008 Symposium in Essen have now appeared in a book edited by Garold Murray, Andy Gao, and Terry Lamb, titled  Identity, Motivation, and Autonomy in Language Learning (publ. Multilingual Matters).

Several papers from the AILA 2005 Symposium have appeared in the journal Innovation in Language Learning and Teaching, ed. T. Lamb and H. Reinders.

Lamb, T. & Reinders, H., eds. (2008). Learner and Teacher Autonomy: Concepts, Realities and Responses. AILA Applied Linguistics Series, Vol. 1. Amsterdam: Benjamins. [Includes papers from the AILA 2002 Symposium.]

Dam, L., ed. (2001). Learner Autonomy: New Insights/Autonomie de l’apprenant: nouvelle pistes. Special Issue of AILA Review, 15. Online:http://www.aila.info/download/publications/review/AILA15.pdf[Includes papers from the AILA 1999 Symposium.]

Cotterall, S. & Crabbe, D., eds. (1999). Learner Autonomy in Language Learning: Defining the Field and Effecting Change. Frankfurt am Main: Lang. [Includes papers from the AILA 1996 Symposium.]

2. Members’ Recent Publications

Members are invited to submit details of their recent publications to the conveners for inclusion in this section and for publicising to the membership via email newsletter. Please follow a format similar to that below when submitting details.  Feel free to use the comment box below which will be moderated by one of the conveners. In order to keep the list genuinely ‘recent’, details of older publications will be periodically removed from the list. Therefore, members should also submit details to the Autonomy Bibliography (see below) for a more permanent record.

Books and special issues of journals

2011

青木直子・中田賀之（編）『学習者オートノミー　初めての人のためのイントロダクション』ひつじ書房（2011）[Aoki, N. & Nakata, Y. (Eds.) (2011). Gakushuusha autonomy: Hajimete no hito no tame no introduction. Tokyo: Hitsuji Shobo.]

Benson, P. and Reinders, H. (Eds.) 2011 Beyond the Language Classroom. Basingstoke: Palgrave Macmillan.

Cohen, A. D. (2011). Strategies in learning and using a second language. Harlow: Pearson Education.

Dofs, K. & Hobbs, M. (2011). Guidelines for Maximising use of Independent Learning Centres: Support for ESOL Learners. Wellington: Ako Aotearoa. http://akoaotearoa.ac.nz/download/ng/file/group-7/guidelines-for-maximising-student-use-of-independent-learning-centres.pdf

Everhard, C.J., & Mynard, J. with Smith, R. (Eds.). (2011). Autonomy in language learning: Opening can of worms. Canterbury: IATEFL.

Gardner, D. (Ed.) (2011). Fostering autonomy in language learning. Gaziantep: Zirve University. Available at http://ilac2010.zirve.edu.tr

Irie, K. & Stewart, A. (Ed.). (2011). Realizing autonomy: Practice and reflection in language education contexts. Basingstoke: Palgrave Macmillan.

Jiang, X. (2010). Learner autonomy in Chinese contexts: University students’ conceptions. Saarbrücken: VDM publishing house.

Morrison, B. (Ed.). (2011). Independent language learning: Building on experience, seeking new perspectives. Hong Kong: Hong Kong University Press.

Murray, G., Gao, X, & Lamb, T. (Eds.) (2011). Identity, motivation, and autonomy in language learning. Bristol: Multilingual Matters.

Reinders, H. & White, C. 2011. Learner Autonomy and New Learning Environments. Special issue of Language Learning & Technology, 15:3.

Trebbi, T. (ed.)  (2011). Innovation in Language Learning and Teaching 5/2. Special issue: ‘The 10th Nordic Conference on Language Learner Autonomy in the FL Classroom: Reinforcing the What, the Why and the How: Challenges and Change’.  Table of contents

Trebbi, T. & Miliander, J. (2011). (eds.). Educational policies and language learner autonomy in school: A new direction in language education? Dublin: Authentik.

Papers, chapters etc. [apart from chapters and papers in the above books and special issues of journals]

2012

Palfreyman, D.M. (2012). Bringing the world into the institution: Mobile intercultural learning for staff and students. In J. E. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning (pp. 171-188). Bingley: Emerald.

Reinders, H. & Hubbard, P. 2012. ‘CALL and autonomy. Affordances and constraints’. In: Thomas, M., Reinders, H., & Warschauer, M. (Eds.), Contemporary CALL. New York: Continuum

Reinders, H. 2012 ‘Language advising in context: towards pedagogical and institutional integration’. In: Mynard, J., & Carson, L. (Eds). Advising in language learning: Dialogue, tools and context. Harlow: Longman.

Ushioda, E. & Dörnyei, Z. (2012). Motivation. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp.396–409). Abingdon: Routledge.

2011

Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access centre. Language Learning and Technology, 15(3), 12-27.

Cohen, A. D. (2011). L2 learner strategies. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 681-698). Abingdon: Routledge.

Cohen, A. D., Pinilla-Herrera, A., Thompson, J. R., & Witzig, L. E. (2011). Communicating grammatically: Evaluating a learner strategy website for Spanish grammar. CALICO Journal, 29(1), 145-172.

Cotterall, S. (2011). Six outsiders and a pseudo-insider: International doctoral students in Australia. In A. Lee, & V. Kumar (Eds.), Best practice in doctoral education (pp. 49-62). Kuala Lumpur: UPM Publishers.

Cotterall, S.  (2011). Doctoral pedagogy: What do international PhD students in Australia think about it?  Pertanika Journal of Social Sciences and Humanities, 19(2), 521-534.

Cotterall, S.  (2011). Doctoral students writing: Where’s the pedagogy? Teaching in Higher Education, 16(4), 413-425.

Darasawang, P. & Reinders, H. 2010 ‘Encouraging autonomy with an online language support system’, CALL-EJ, 11:2.

Gardner, D. & Miller, L. (2011). Managing self-access language learning: Principles and practice. System, 39(1), 78-89.

Hafner, C. and Miller, L. (2011) Fostering learner autonomy in English for Science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 15(3), 201-223.

Little, D. (2011). The Common European Framework of Reference for Languages: A research agenda. Language Teaching, 44(3), 381-393.

Mercer, S. (2011). Understanding learner agency as a complex dynamic system. System, 39(4), 427-436.

Mynard, J. (2011). Learning environments that facilitate reflection on language learning. JALT CALL Journal, 7(3).

Mynard, J. (2011). The role of the learning advisor in promoting autonomy. Learner Autonomy in Language learning, January. http://ailarenla.org/lall/january2011/mynard_b_2011/

Mynard, J., & Stewart, A. (2011). Learner autonomy in the Japanese context: A conversation. Independence, 52, 32-36.

Nakata, Y. (2011). Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education, 27(5), 900-910.

Navarro, D. & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.

Reinders, H. & Darasawang, P. 2011 ‘Diversity in Language Support’. In: Stockwell, G. (Ed) Computer-assisted language learning: Diversity in research and practice. Cambridge: Cambridge University Press.

Reinders, H. 2011 ‘Towards an operationalisation of autonomy’. In: Ahmed, A. Cane, G. and Hanzala, M. Teaching English in Multilingual Contexts: Current Challenges, Future Directions.. Cambridge: Cambridge Scholars Publishing, p. 37-52.

Reinders, H. & Cho, M. 2011 ‘Encouraging informal language learning with mobile technology: does it work?’. Journal of Second Language Teaching and Research, page 3-29.

Reinders, H. & Wattana, S. 2011 ‘Learn English or Die: The effects of digital games on Interaction and Willingness to Communicate in a Foreign Language’. Digital Culture and Education, 3(1), p. 4-28

Reinders, H. & Balcikanli, C. 2011 ‘Do classroom textbooks encourage learner autonomy?’. Novitas. 5(2), 265-272.

Reinders, H. & White, C. 2011. Learner Autonomy and New Learning Environments. Special issue of Language Learning & Technology, 15:3.

Reinders, H. (2011). Towards an operationalisation of autonomy. In A. Ahmed, G. Cane,  and M. Hanzala (Eds.), Teaching English in multilingual contexts: Current challenges, future directions (p. 37-52). Cambridge: Cambridge Scholars Publishing,

Reinders, H. & Balcikanli, C. (2011). Learning to foster autonomy: The role of teacher education materials. Studies in Self-Access Learning, 2(1), 15—25.

Reinders, H. & Wattana, S. (2011). Learn English or Die: The effects of digital games on Interaction and Willingness to Communicate in a Foreign Language. Digital Culture and Education, 3(1), 4—28.

Reinders, H. 2011 ‘Towards an operationalisation of autonomy’. In: Ahmed, A. Cane, G. and Hanzala, M. Teaching English in Multilingual Contexts: Current Challenges, Future Directions.. Cambridge: Cambridge Scholars Publishing, p. 37-52.

Reinders, H. & Lazaro, N. 2011 ‘Beliefs, Identity and Motivation in Implementing Autonomy. The Teacher’s Perspective’. In: Murray, G., Gao, A., & Lamb, T. Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.

Trebbi, T. (2011). Authentic texts and the development of learner autonomy. Case 7. In M. J. Raya & F. Vieira (Eds.), Understanding and exploring pedagogy for autonomy in language aducation: A case-based approach. DVD. Dublin: Authentik.

Trebbi, T. (2011). Students planning language learning. Case 8. In M. J. Raya & F. Vieira (Eds.), Understanding and exploring pedagogy for autonomy in language aducation: A case-based approach. DVD. Dublin: Authentik.

Trebbi, T. (2011). The Potential of ICT for a New Educational Paradigm: Towards generalizing access to knowledge. American Journal of Distance Education, 25(3), 152-161.

Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, Motivation and Autonomy in Language Learning (pp.11–24). Bristol: Multilingual Matters.

Ushioda, E. (2011). Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221–232.

Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24(3), 199–210.

Ushioda, E. & Chen, S-A. (2011). Researching motivation and possible selves among learners of English: The need to integrate qualitative inquiry. Anglistik: International Journal of English Studies 22(1), 43–61.

Ushioda, E., Smith, R., Mann, S. & Brown, P. (2011). Promoting teacher-learner autonomy through and beyond initial language teacher education. Language Teaching, 44(1), 118–21.

Valdivia, S., McLoughlin, D., & Mynard, J. (2011). The importance of affective factors in self-access language learning courses. Studies in Self-Access Learning Journal, 2(2), 91-96.

Journals: Special Issues

Reinders, H. and White, C. 2011. Editors of the special issue on ‘Learner Autonomy and New Learning Environments’ of Language Learning & Technology, 15(3).

3. Autonomy Bibliography

A comprehensive bibliography on autonomy in language learning is maintained by Hayo Reinders and can be reached by clicking here.