Researching autonomy - a list of instruments

I have started compiling a list of instruments used to measure different aspects of learner autonomy. You can see the inventory here. If you know of any other instruments (maybe one you developed yourself?), please do contact me.

The role of textbooks on student autonomy, and the role of teacher education books on teacher autonomy

student autonomy: In recent years there has been a lot of attention given to the role of the learner in the learning process. The development of learner autonomy is widely seen as beneficial in preparing students for lifelong learning. At the same time, it is recognised that most learners need explicit instruction in skills for independent learning before they are able to manage their own learning. Classrooms provide a natural opportunity to develop these skills in learners. Most classrooms use textbooks as their primary source for language and learning information. So it is important to ask to what extent they prepare learners for their future learning. In this study we investigate a range of textbooks commonly used in English classes around the world to determine the 1) range and 2) frequency of advice given to learners about the language learning process. We use an evaluative framework to identify advice pertaining to the different aspects of the independent learning process.

teacher autonomy: In recent years there has been an increased appreciation of the interrelationship between learner autonomy and teacher autonomy. One obvious impact on learners’ autonomy is their teachers’ understanding of the concept and their ability to implement it in the classroom. Especially for beginning teachers, knowledge of learner autonomy is likely to be shaped in large part by the professional training they received and the amount of attention given to the topic during their course. It is therefore important to ask to what extent teacher training courses prepare teachers for fostering autonomy. This study attempts to answer that question by critically investigating a range of popular teacher training course materials widely used in professional programmes worldwide. We apply an evaluative framework to identify 1) what information teachers are given about learner autonomy, and 2) the extent to which the materials cover the teaching of different skills for independent learning. We hope that the results will help course developers and teacher educators be more comprehensive in the skills they cover in their courses.

Both of the studies are conducted together with Cem Balcikanli from Gazi University in Turkey.

New Journal for Research in Autonomy - Innovation in Language Learning and Teaching

Innovation in Language Learning and Teaching is published by Taylor & Francis and focuses heavily on learner-centred approaches to teaching and research. We encourage everyone working in the broader area of autonomy to consider this journal for their publications. For more information see the Second Language Acquisition page.

Recent books

Terry Lamb and I have edited a book titled Supporting Independent Learning: Issues and Interventions which was recently published worldwide by Peter Lang in Frankfurt. More information here.

A second book, called Learner and Teacher Autonomy: Realities and Responses, has been published by Benjamins and Aila Review.

Articles on autonomy, self-access and language advising

You can download my thesis using the menu above.

Other articles include:

Reinders, H. 2008 ‘The what, why, and how of language advising’ In: MexTESOL, 32(2). You can read the article here.

Reinders, H. 2008 ‘Do advisory sessions encourage independent learning?’ Reflections, 11: 1-7. You can read the article here or listen to it here.

Reinders, H. & Lázaro, N. 2008 ‘The assessment of self-access language learning: practical challenges. ‘ Language Learning Journal, 36(1), 55-64.

Reinders, H. & Lazaro, N. 2008 ‘Current approaches to assessment in self-access’. TESL-EJ Journal, 11:3, 1-13. You can read the article hereor listen to it here.

Reinders, H, & Lázaro, N. 2008. ‘Technology in support of pedagogy: the case of self-access’. In: Zhang, F. & Barber, B. The Handbook of Research on Computer Enhanced Language Acquisition and Learning, p. 469-482. Hershey: IGI. For more information see here.

Reinders, H. & Lewis, M. 2008 ‘Materials evaluation and teacher autonomy’. In: Lamb, T. & Reinders, H. (eds.) Learner and Teacher Autonomy: Realities and Responses, p. 205-216. Amsterdam: Benjamins (AILA Applied Linguistics series).

Reinders, H. 2007 ‘Big brother is helping you. Supporting self-access language learning with a student monitoring system.’ System 35,1: 93-111. You can read the article here.

Reinders, H. & Lázaro, N. 2007 ‘Innovation in language support: the provision of technology in self-access .’ CALL Journal , 20(2), 117-130. You can read the article here or listen to it here.

Reinders, H. 2007. ‘University Language Advising: is it Useful?’. Reflections in English Language Teaching,5:1. The article can be read online here or listen to it here.

Lázaro, N. & Reinders, H. 2007 ‘The state-of-the-art of self-access in New Zealand: results of a SWOT analysis. TESOLANZ Journal, 15: 42-58.

Lázaro, N., & Reinders, H. 2007 ‘Innovation in self-access: Three case studies. CALL-EJ, 8(2). Available online.

Reinders, H. & Lewis, M. 2006 ‘The development of an evaluative checklist for self-access materials’ ELT Journal 60:2, 272-278. You can read the article here.

Reinders, H. 2006 ‘Supporting self-directed learning through an electronic learning environment’. In: Lamb, T. & Reinders, H. Supporting independent learning: issues and interventions (pp. 219-238). Frankfurt: Peter Lang. You can read the chapter here or listen to it here.

Lázaro, N. & Reinders, H. 2006, ‘Technology in self-access: an evaluative framework’. PacCALL Journal 1(2), 21-30. This article can be read online here.

Reinders, H. 2005 ‘Non-participation in a university language programme’. JALT Journal, 27(2), pp. 209-226. ou can read the article here.

Reinders, H. and Lewis, M. 2005 ‘How well do self-access call materials support self-directed learning?’ JALTCALL Journal, Vol.1(2). The article can be read online here or listen to it here.

Lamb, T. & Reinders, H. 2005 ‘Learner independence in language teaching: a concept of change’. In: Cunningham, D.& Hatoss, A. An international perspective on language policies, practices and proficiencies. Belgrave: FIPLV. You can read the chapter here.

Reinders, H. & M. Lewis 2005 ‘Examining the ’self” in self-access materials’ rEFLections, 7, 46-53. You can read the article here.

Reinders, H., Hacker, P. & Lewis, M. 2004 ‘The language advisor’s role: identifying and responding to needs’. Language Learning Journal 30: 30-35. You can read the article here or listen to it here.

Reinders, H. 2004 ‘Learner strategies in the language classroom: which strategies, when and how?’ Relc Guidelines, 26:1, 31-35. You can read the article here or listen to it here.

Reinders, H. , Anderson, H., Hobbs, M., and Jones- Parry, J. (Eds.) (2004) Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003. Auckland: Independent Learning Association Oceania.

Anderson, H. , Reinders, H. & Jones -Parry, J. (2004) Self-access: positioning, pedagogy and direction. Prospect 19, 3: 15-26.

Reinders, H. , Lewis, M. , & Tsang, R. 2003 ‘Group discussions: the teacher’s role?’ Asian Journal of English Language Teaching (AJELT) 13, 61-73. You can read the article here.

Reinders, H. 2003 ‘Self-access language learning in tertiary studies in Australia and New Zealand: a preliminary report’ New Zealand Studies in Applied Linguistics 9:1 p.109-114. With H. Anderson, & J. Jones- Parry.

Reinders, H. 2001 Fortress or bridge? Learners’ perceptions and practice in self access language learning. Tesolanz vol 8 : p.23-38. With S. Cotterall. You can read the article hereor listen to it here.

Reinders, H. & Cotterall, S. 2000 ‘Language learners learning independently: how autonomous are they?’ Toegepaste Taalwetenschappen in Artikelen, 65:1 p.85-97.

Other publications

Reinders, H. 2009 ‘Using Computer Games to Teach Writing.’ English Teaching Professional (forthcoming).

Reinders, H. 2008. An interview with Hayo Reinders. IATEFL, CALL SIG newsletter. You can listen to the interview here.

Reinders, H. 2007. Podquests. Language learning on the move. ESL Magazine, 58. You can read the article here here. You can listen to the article here.

Reinders, H. 2007 An interview with Hayo Reinders. PASAA Journal, 40:1, 1-10.

Reinders, H. 2007 The English Language Self-Access Centre at the University of Auckland, New Zealand. IATEFL Autonomy SIG Newsletter.

Reinders, H. 2007 Review of ‘Teacher Education in CALL’ edited by Phil Hubbard and Mike Levy (Benjamins 2007), in: Innovation in Language Learning and Teaching, issue 2.

Reinders, H. 2006 The effects of different task types on l2 learners’ intake and acquisition of two grammatical structures Doctoral Thesis. You can download the thesis from the ‘Second Language Acquisition’ page or you can purchase a printed version here.

Reinders, H. 2006 Portable language learning: creating materials for the iPod. English Teaching Professional. Issue 46. You can read the article here.

Reinders, H. 2006 Gee…it does so much more than mail…Short article in The Language Teacher 30(30): p. 33.

Reinders, H. 2006 Learning to Learn. International Exchange Programme publication series. Tokyo: Meiji University.

Reinders, H. 2006 Book review of ‘Learner autonomy across cultures’ by Palfreyman, D. & Smith, R. Thaitesol bulletin.

Reinders, H. 2005 ‘Learning to Learn English’. Invited presentation at Sugiyama Womens College, Nagoya, Japan.

Lewis, M. & Reinders, H. 2005 ‘Teaching international students’. The Times.

Reinders, H. 2005. Using the internet in the language classroom: a checklist for teachers. Published online.

Reinders, H. 2004 ‘Self-access centres: teaching language and teaching learning.’ In: The Language Teacher, 28:6.

Reinders, H. 2004 Book review of ‘Attitudes, orientations, and motivations in language learning’ by Dornyei, Z. Tesolanz, 13:2.

Kirkness, A. , Akakura, M., Reinders, H., & Sakui, K. (2004) Final report on the English language self-access centre literacy initiative. Ministry of Education/Tertiary Education Committee. 2003

Moore, N. & Reinders, H. 2003 ‘Teaching for Self-study’ Modern English Teacher 12:2, 48-5.

Reinders, H. 2003 Critical reader response. In A. Barfield & M. Nix (eds.) Everything you wanted to know about autonomy but you were too busy teaching to ask. JALT Learner Development SIG, 100.

Reinders, H. 2003 Listening to New Zealand Sydney: Ames. Revisions to original publication Listening to Australia only. With J. Jones-Parry.

Reinders, H. 2004 Book review of ‘Programming for linguists. Perl for language researchers’ by Michael Hammond New Zealand Studies in Applied Linguistics 9,2: 134-136.

Reinders, H. 2003 Book review of ‘Portraits of the L2 User’ by Vivian Cook. Australian Language Matters 11:3.

Reinders, H. 2002 ‘Report on the English Language Self Access Centre Literacy Initiative’ Auckland: University of Auckland. With A. Kirkness.

Reinders, H. 2001 Book review of ‘Learner Autonomy, Teacher Autonomy: Future Directions’ by Sinclair, B,. I.McGrath, and T.Lamb. Newsletter of the Scientific Commission on Learner Autonomy of AILA.

Bienfait, N. , H. Hacquebord, E. Halewijn & H. Reinders 2000 ‘Vaktaalvaardig in de Verzorging. Verslag van de Proefinvoering’ Groningen, Amsterdam : Rijks Universiteit Groningen.

Reinders, H. 2000 MA thesis ‘Do it yourself? A learners’ perspective on learner autonomy and self-access language learning’. Groningen: Unpublished MA thesis. This thesis is available from the ‘Autonomy’ page for download and if you would like a hard copy you can order one from here.

Reinders, H. 2000 Seminar at Victoria University Wellington ‘Self-Access Language Learning : Students’ Perceptions and Use’.

Reinders, H. 2000 ‘Self-Access Language Learning in the English Proficiency Programme. A Report on Students’ Perceptions and Use of Independent-Learning Resources’ Wellington: Victoria University Wellington.

Reinders, H. (book review) Morrison, B. (ed.) 1999. Experiments and Evaluation in Self-Access Language Learning. Newsletter of the Scientific Commission on Learner Autonomy of AILA.

Reinders, H. 1998 Seminar: ‘ICT in Language Education‘ . University of Groningen, the Netherlands.

Reinders, H. 1997 Seminar: ‘CALL: the (In)dependent Learner‘. University of Groningen, the Netherlands.——–

Other resources

Together with some colleagues we founded the Independent Language Learning Association with the aim to bring together people interested in topics such as Independent Learning, Learner and Teacher Autonomy, Self-Access Language Learning etc. More information can be found on the organisation’s website http://www.independentlearning.org

The Associations’ inaugural conference was held in Melbourne, and subsequently in Auckland to be followed by Akita. The next conference will be in Hong Kong. If you were unable to attend you may be interested in the conference proceedings which are available from the organisation’s website or by clicking on the links below. When referring to this publication or any of the papers in it, please cite:

Reinders, H. , Anderson, H. , Hobbs, M. & Jones-Parry, J. (eds.) Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003. Auckland: Independent Learning Association Oceania.

Plenary papers

Learner independence: reflecting on experience (.pdf file, 34Kb in size) Sara Cotterall

Learning independently? Pedagogical and methodological implications of new learning environments (Presentation notes) (.pdf file, 48Kb in size) Terry Lamb

Paper not available Richard Pemberton

Papers

Best practice in guided individual learning in Australian ELICOS colleges (.pdf file, 33Kb in size)
Kath Brandon

Teachers’ conceptions of language learning: out-of-class interactions (.pdf file, 40Kb in size)
Kimberley Bunts-Anderson

Autonomy and responsibility: same or different? (.pdf file, 44Kb in size)
Kate Chanock

PRC students’ experience with independent learning at the National Institute of Education, Singapore (.pdf file, 55Kb in size)
Christian Shyh Chiuan Chia and Mary Ellis

Promoting learner autonomy in the EFL classroom: the Exploratory Practice way (.pdf file, 188Kb in size)
Joanne Yim Ping Chuk

Practical applications of Postmodern Theory for promoting learner autonomy in a foundation studies program (.pdf file, 47Kb in size)
Brian Curtis

The occurrence and characteristics of student-initiated focus on form (.pdf file, 33Kb in size)
Shawn Loewen

Implementing learner training from a teacher’s perspective (.pdf file, 43Kb in size)
Sally Logan and Nick Moore

Investigating successful English learners in Arab medical schools (.pdf file, 49Kb in size)
Diane Malcolm

Two stories of self-directed language learning (.pdf file, 45Kb in size)
Garold Murray

The idiosyncrasies of out-of-class language learning: A study of mainland Chinese students studying English at tertiary level in New Zealand (.pdf file, 46Kb in size)
Nigel Pearson

Developing self-assessment through journal writing (.pdf file, 40Kb in size)
Wilaksana Srimavin and Pornapit Darasawang

Which way is the right way? Is there a right way? Discovering pathways to independence (.pdf file, 50Kb in size)
Ingrid Vinkenvleugel, Susan Lotovale and John Jones-Parry

Supporting Chinese learners of English to implement self-assessment in L2 writing (.pdf file, 59Kb in size)
Yuyan Wei and Yongjie Chen

Independent Language Learning in Distance Education: Current Issues (.pdf file, 46Kb in size)
Cynthia J White