February 2012 Bulletin: Item 5
Recent publications by members
2011 seems to have been a very productive year for members. Here is some of their work. I also included some pieces that were published before 2011 but that are not yet listed in our home page. Many thanks to those of you who sent me information at a very short notice! These entries will be added to the complete list of members’ publications at https://ailarenla.org/publications/
Oh, last but not least important, Multilingual Matters have released a kindle edition of the latest ReN publication, Identity, Motivation and Autonomy in Language Learning. The book is currently available from the following sites:
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.
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.
Trebbi, T. & Miliander, J. (2011). (eds.). Educational policies and language learner autonomy in school: A new direction in language education? Dublin: Authentik.
Benson, P. (2010). Measuring autonomy: Should we put our ability to the test? In P. Amos & L. Sercu (Eds.), Testing the untestable in language education (pp. 77-97). Bristol: Multilingual Matters.
Chacón-Beltrán, R. (2009). Life-long learning and learner autonomy in English as a foreign language instruction: Technological solutions in the European Space for Higher Education. In M.L. Pérez Cañado (Ed.), English language teaching in the European Credit Transfer System: Facing the challenge (pp. 187-195). Bern: Peter Lang.
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.
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). Identity and learner autonomy in an Australian university. In B. Morrison (Ed.), Independent language learning: Building on experience, seeking new perspectives (pp. 57-72). Hong Kong: Hong Kong University Press.
Dam, L. & Legenhausen, L. (2010). Learners reflecting on learning: Evaluating versus testing in autonomous language learning. In P. Amos & L. Sercu (Eds.), Testing the untestable in language education (pp. 120-139). Bristol: Multilingual Matters.
Lamb, T. (2010). Assessment of autonomy or assessment for autonomy?: Evaluating learner autonomy for formative purposes. In P. Amos & L. Sercu (Eds.), Testing the untestable in language education (pp. 98-119). Bristol: Multilingual Matters.
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.
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. You can read the article here.
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.
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. (2009). Plurilingualism versus monolingualism: a paradigmatic shift in language didactics? In W. Wiater & G. Videsott (Eds.), Migration und Mehrsprachigkeit. Von der individuellen zur gesellschaftlichen Mehrsprachigkeit (pp.135-147). Frankfurt: Peter Lang.
Trebbi, T. & Gjørven, R. (2008). Fremmedspråkfaget-et fag på nye veier. In P. Arneberg & L. G. Briseid (Eds.), Fag og danning-mellom individ og fellesskap (pp.111-125). Bergen: Fagbokforlaget.
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. & Dörnyei, Z. (2012). Motivation. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp.396–409). Abingdon: Routledge.
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., 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 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.
Gardner, D. and Miller, L. (2010) Beliefs about Self-Access Learning: Reflections on 15 years of change. Studies in Self-Access Learning Journal, 1(3), 161-172.
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. https://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. & 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. & 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. 2011 ‘Digital Storytelling in the Language Classroom. ELTWO Journal, volume 3
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, 15-25.
Reinders, H. & Cho, M. 2010. ‘Extensive Listening Practice and Input Enhancement Using Mobile Phones: Encouraging Out-of-Class Learning with Mobile Phones’. Tesl-EJ, 14:2.
Reinders, H. 2010 ‘Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills’. Australian Journal of Teacher Education, 35, 5: 40-55.
Reinders, H. 2010 ‘Proofreading and revising your work. An activity for fostering autonomy’. ELTWO Journal.
Rubin, J. (2010). Language teacher education: Challenges in promoting a learner-centered perspective. Revista Canaria de Estudios Ingleses, 61, 29-42.
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.
Trebbi, T. (2009). Le potentiel des TIC pour un nouveau paradigme d’enseignement: Vers la démocratisation de l’accès au savoir. Distances et Savoirs, 7(4), 589-601.
Trebbi, T. (2008). Elevautonomi. Kronikk i Fremmedspråksenterets nyhetsbrev, mars 2008. www.fremmedspraksenteret.no/index.php?ID=14380
Trebbi, T. & Barfield, A. (2009). Unveiling teacher and learner beliefs: an interview with Turid Trebbi. Independence, 47, 9-15. http://www.learnerautonomy.org/issue47.html
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. http://sisaljournal.org/archives/jun11/
Reinders, H. and White, C. 2011. Editors of the special issue on ‘Learner Autonomy and New Learning Environments’ of Language Learning & Technology, 15(3).