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

2012

Ludwig, C., & Mynard, J. (Eds.) (2012). Autonomy in language learning: Advising in action. Canterbury, UK: IATEFL

Mynard, J., & Carson, L. (Eds.) (2012). Advising in language learning: Dialogue, tools and context. Harlow: Longman.

Vandergrift, L. & Goh, C. C. M. (2012). Teaching and learning second language. Listening: Metacognition in action. New York: Routledge.

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. & Reinders, H. (Eds.) (2011). Beyond the language classroom. Basingstoke: Palgrave Macmillan.

Boeckmann, K-B., Aalto, E., Abel, A., Atanasoska, T. & Lamb, T. E. (2011). Promoting plurilingualism: Majority language in multilingual settings. Strasbourg: Council of Europe.

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. URL: 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 a can of worms. Canterbury: IATEFL.

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

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

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’.

Trebbi, T. & Miliander, J. (Eds.) (2011). 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

Boeckmann, K-B., Aalto, E., Abel, A., Atanasoska, T. & Lamb, T. E. (2011). Promoting plurilingualism: Majority language in multilingual settings. Strasbourg: Council of Europe.

Breidbach, S. & Viebrock, B. (2012). CLIL in Germany: Results from recent research in a contested field of education. International CLIL Research Journal, 1(4), 5 – 15.

Carson, L. (2012). The role of drama in task-based learning: Agency, identity and autonomy. Scenario Journal for Drama and Theatre in Foreign and Second Language Education, Vol. 6 (2), 47 – 59. URL: http://publish.ucc.ie/scenario/2012/02/Carson/06/en

Carson, L. & Murphy, D. (2012).  Design and implementation of dramatic tasks in an English for Academic Purposes programme. Language Learning in Higher Education, 1(1), 127 – 142.

Goh, C. C. M. (2012). Learner strategies. In A. Burns & J. Richards (Eds.), The Cambridge guide to pedagogy and practice in second language teaching. New York: Cambridge University Press.

Igoudin, L. (2012). Asian American girls who speak African American English: A subcultural language identity. In I. Du Bois & N. Baumgarten (Eds.), Multilingual identities: New global perspectives. Berlin: De Gruyter Mouton.

Lamb, T. E. (2011). Interview with Terry Lamb. Synergies Europe, 6, 21-24.

Lamb, T. E. (2011). Learners in charge. The Linguist 50(2), 7-9.

Mercer, S. (2012). Dispelling the myth of the natural-born linguist Santa Clarita DUI attorney. ELT Journal 66(1), 22 – 29.

Mynard, J. (2012). Does ‘Self-access’ Still Have Life in it?: A response to Reinders (2012). ELTWO, Volume V.

Mynard, J. (2012). Written advising strategies in self-directed learning modules and the effect on learning. Studies in Linguistics and Language Teaching, 23, 125 – 150.

Mynard, J., & Thornton, K. (2012). The degree of directiveness in written advising: A preliminary investigation. Studies in Self-Access Learning Journal, 3(1), 41 – 58.

Ortiz, I. & Tassinari, M. G. (2011). Eine integrierte Lernumgebung zur Förderung von Lernerautonomie. In R. Arntz, H. P. Kring & B. Kühn (Eds.), Autonomie und Motivation. Erträge des 2. Bremer Symposions zum autonomen Fremdsprachenlernen. Bochum: AKS-Verlag, pp. 143–153.

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

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. & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In H. Reinders (Ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan

Rubin, J. (2012). Teaching language learning strategies. In C. Chapelle (Ed.), The encyclopedia of applied linguistics. Oxford: Blackwell Publishing.

Tassinari, M. G. (2012). A dynamic model for learner autonomy: Raising awareness through self-assessment. In K. Heim & B. Rüschoff (Eds.), Involving language learners. Success stories and constraints. Duisburg: Universitätsverlag Rhein-Ruhr, pp. 63–76.

Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. SISAL Journal Studies in Self-Access Learning, 3(1), 24 – 40. URL: http://sisaljournal.files.wordpress.com/2012/04/sisal_journal_3-1-20121.pdf

Tassinari, M. G. (2012). Kompetenzen für Lernerautonomie einschätzen, fördern und evaluieren.Fremdsprachenlehren und –lernen (FLUL), 41(1), 10 – 24.

Tsuda, A. & Nakata, Y. (2012). Exploring self-regulation in language learning: A study of Japanese high school EFL students. Innovation in Language Learning and Teaching. URL: http://www.tandfonline.com/doi/abs/10.1080/17501229.2012.686500

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

Aalto, E., Abel, A., Boeckmann, K-B, & Lamb, T. E. (2011). MARILLE: Promoting plurilingualism in the majority language classroom. Babylonia, 1, 44 – 48.

Castellano, J., Mynard, J., & Rubesch, T. (2011). Student technology use in a self-access centre. Language Learning & 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). Doctoral pedagogy: What do international Ph.D. 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.

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.

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

Hafner, C. & 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.

Lamb, T. E. (2011). Fragile identities: Exploring learner identity, learner autonomy and motivation through young learners’ voices. Canadian Journal of Applied Linguistics, 14(2), 68 – 85.

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. URL: 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. Fathers day gifts

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

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

Reinders, H. & Balcikanli, C. (2011). Learning to foster autonomy: The role of teacher education materials. Studies in Self-Access Learning, 2(1), 15 – 5.

Reinders, H. & Cho, M. (2011). Encouraging informal language learning with mobile technology: Does it work? Journal of Second Language Teaching and Research (3 – 29).

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. & Lazaro, N. (2011). Beliefs, identity and motivation in implementing autonomy: The teacher’s perspective. In G. Murray, A. Gao & T.E. Lamb (Eds.), Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters.

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), pp. 4 – 28

Tassinari, M. G. (2011). Be autonomous! Is not a paradox – Part 1, Best practice.

Tassinari, M. G. (2011). Be autonomous! Is not a paradox – Part 2, An individual learning plan.

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

Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T.E. 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. & 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.

 

3. Autonomy Bibliography

We invite members to consult and add their own publication details to the language learner autonomy bibliography maintained by Hayo Reinders, URL: http://www.innovationinteaching.org/autonomy_bibiliography.php