Free tools > Autonomy bibliography

Below you can read and search (ctrl+f) through the learner autonomy bibliography. There are currently over 2,400 references. If you have any questions or if you find any errors in the list, please contact me so that I can make the necessary changes. I would like to thank Chatrawee Intraboonsom for her help in adding resources to this bibliography.
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A

A. Ciekanski, Maud & B. Tassinari, Maria Giovanna (2015). Emotions and feelings in language advising. In A. A.-P. Krings & B. B. Kuehn (Eds.), Fremdsprachliche lernprozesse. ertraege des 4. bremer symposions zum lehren und lernen von fremdsprachen (118-132). Bochum: AKS.

A. Martos, Javier & B. Tassinari, Maria Giovanna (2016). Einleitung in den thematischen Teil. Jahrbuch Deutsch als Fremdsprache. Intercultural German Studies, 40, 105-116.

A. Martos, Javier & B. Tassinari, Maria Giovanna (Eds.) (2016). Autonomes Fremdsprachenlernen an der Hochschule: Ansätze, Rollen, Erfahrungen. Deutsch als Fremdsprache. Intercultural German Studies, (40). Iudicium Verlag.

A. Tassinari, Maria Giovanna & B. Ciekanski, Maud (2013). Accessing the self in self-access learning: Emotions and feelings in language advising. Studies in Self-access Learning Journal, 4(4), 262-280.
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Aagård, R. & St. John, O. (2003). Home and horizon. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (107-128). Frankfurt am Main: Peter Lang.

Aagård, R. & St. John, O. (2003). Learner autonomy in speaking skills development. In K. van Esch and O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (107-128). Frankfurt am Main: Peter Lang.

Aagård, R., Deeg, H. & Jover, G. (2003). Learner autonomy in developing writing skills. In K. van Esch and O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (208-228). Frankfurt am Main: Peter Lang.

Aase, L. (2003). Cultural competence: a basis for participation in society. In D. Little et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (185-197). Dublin: Authentik.

Abdel Razeq, A. A. (2014). University EFL learners’ perceptions of their autonomous learning responsibilities and abilities. RELC Journal, 45(3), 321-336.

Abdelrazeq, A. (2018). Autonomous learning levels of students majoring in EFL and the role of their teachers in developing autonomous learning. ournal of Educational and Psychological Studies, 12(4), 724-738.

Abdipoor, N., & Gholami, H. (2016). Autonomous and non-autonomous EFL learners’ strategies and practices. International Journal of Foreign Language Teaching and Research, 4(14), 107-121.

Abe, E. (2003). Changing attitudes: Fluency-focused speaking practice. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.
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Abercrombie, M. L. J. (1981). Changing basic assumptions about teaching and learning. In D. Boud (Ed.), Developing student autonomy in learning (5th ed.) (pp. 38-54). London: Kogan Page.

Abraham, R. & Vann, R. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. London: Prentice Hall.

Abrams, Z. I. (2001). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System, 29(4), 489-503.

Abé, D. (1994). Implementing a support system for language learning in a resource centre on an industrial site. In E. Esch (Ed.), Self-access and the adult language learner (108-116). London: CILT.

Abé, D. (1995). Organiser l’apprendre en milieu industriel: le centre de ressources de l’entreprise. Mélanges Pédagogiques, 22.

Abé, D. & Gremmo M. J. (1981). Apprentissage auto-dirigé : quand les chiffres parlent. Mélanges Pédagogiques 12. Université de Nancy 2: CRAPEL.

Abé, D., Carton, M., Cembalo, S. M. & Régent, O. (1979). Didactique et authentique : du document à la pédagogie. Mélanges Pédagogiques 10. Université de Nancy 2: CRAPEL.

Abé, D., et al. (1985). Aspects of autonomous learning. In P. Riley (Ed.), Discourse and learning (248-282). London: Longman.

Abé, D., Henner-Stanchina, C. & Régent, O. (1978). Apprentissage de l’expression orale en autonomie : Implications de l’approche fonctionnelle’ Mélanges Pédagogiques 9. Université de Nancy 2: CRAPEL.

Abé, D., Henner-Stanchina, C. & Smith, P. (1975). New approaches to autonomy: Two experiments in self-directed learning‘. Mélanges Pédagogiques. Université de Nancy 2: CRAPEL.

Adams, J. (2003). Diversity and the place of foreign language learning on the school curriculum. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Ager, D., Clavering, E. & Galleymore, J. (1980). Assisted self-tutoring in foreign languages at Aston. Recherches et Echanges, 5(1), 16-29.

Agustín-Llach, M. P., & Alonso, A. C. (2017). Fostering learner autonomy through vocabulary strategy training. In P. Miroslaw, A. Mystkowska-Wiertelak & J. Bielak (Eds.), Autonomy in second language learning: Managing the resources (141-158). Switzerland: Springer International Publishing.

Ahmadianzadeh, B., Seifoori, S. & Tamjid, N. H. (2018). Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching, 0, 1-17.
DOI: 10.1080/17501229.2018.1501694

Akab, L. (2018). Investigating teachers’ and students’ attitudes towards the role of research paper in enhancing EFL learners' autonomy: The case of master two students at Larbi Ben M'hidi University, Oum El Bouaghi (Unpublished master's thesis). Larbi Ben M'hidi University, Oum El Bouaghi, Algeria.

Akbari, E., Pilot, A., & Simons, P. R. J. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134.

Al Asmari, A. (2013). Practices and Prospects of Learner Autonomy: Teachers’ Perceptions. English Language Teaching, 6(3), 1-10.

Al Asmari, A. (2013). Practices and prospects of learner autonomy: Teachers’ perceptions. English Language Teaching, 6(3), 1-10.

Alanen, R. (2003). A sociocultural approach to young language learners beliefs about language learning. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (55-86). Dordrecht: Kluwer.

Albero, B. (2001). Les “Espaces Langues”: Un potential d’évolutions des pratiques d’enseignement et de pratiques d’apprentissage. Les Langues Modernes, 2, 76-84.

Albero, B. (2003). Autoformation et enseignement supérieur. Paris: Hermès.

Aldred, D. (1995). Introducing self-access to Hong Kong teenagers: the IELP experience. Independence, 12.

Aldred, D. & Williams, G. (2000). The need for a focused approach: A case study. Links & Letters, 7 (Universitat Autónoma de Barcelona).

Aliponga, J., Gamble, C., & Ando, S. (2011). Verbalization plus automatization plus autonomy: A simple formula for learner autonomy. In D. Gardner (Ed.), Fostering autonomy in language learning (90-98). Gaziantep: Zirve University.

Allan, M. (1997). Assisting autonomous performance. Prospect, 12(3), 4-14.

Allen, L. (1996). The evolution of a learner’s beliefs about language learning. Carleton Papers in Applied Linguistics, 13, 67-80.

Allen, R. (2009). The theory and practice of the materials development process for the Self Access Learning Centre: The past, present & future. The Journal of Kanda University of International Studies, 21, 209-232.

Allen, R. T. (1992). The education of autonomous man. Aldershot: Avebury.

Allensworth, E. M., Easton, J. Q., & Consortium on Chicago School Research (2007). What matters for staying on-track and graduating in Chicago public high schools: A close look at course grades, failures, and attendance in the freshman year. Research Report. Consortium on Chicago School Research.

Allison, D., & Huang, J. (2010). Learner choice and accommodation: Exploring comments in Chinese EFL learning diaries. Chinese Journal of Applied Linguistics, 33(3), 76-92.

Allwright, D. (1990). Autonomy in language pedagogy. CRILE working paper 6. Centre for Research in Language Education: University of Lancaster.

Allwright, R. L. (1979). Abdication and responsibility in language teaching. Studies in Second Language Acquisition, 2, 105-121.

Allwright, R. L. (1982). Perceiving an pursuing learners’ needs. In M. Geddes & G. Sturtridge (Eds.), Individualisation (24-31). London: Modern English Publications.

Allwright, R. L. (1984). Why don’t learners learn what teachers teach? The interaction hypothesis. In D. M. S. Singleton & D. G. Little (Eds.), Language learning in formal and informal contexts (3-18). Dublin: Irish Association for Applied Linguistics.

Allwright, R. L. (1988). Autonomy and individualization in whole-class instruction. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (35-44). ELT Documents, 131. London: Modern English Publications and the British Council.

Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280.

Altman, H. B. (1972). Individualizing the foreign language classrooms. Rowley, Mass: Newbury House.

Altman, H. B. & James, C. V. (1980). Foreign language teaching: Meeting individual needs. Oxford: Pergamon.

Altman, H. B. & Politzer, R. (1971). Individualizing foreign language instruction. Rowley, Mass: Newbury House.

Altshul, L. A. (2001). Advising by email. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (16-170). London: Centre for Information on Language Teaching and Research.

Alzeebaree, Y., & Yavuz, M. (2016). Learner autonomy: Iraqi EFL teachers’ beliefs. European Scientific Journal, 12(31), 59-71.

Amaro, J. (2002). Negotiating evaluation in the classroom. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Anantasate, B. (2001). The development of a teaching and learning process to promote learners’ autonomy for university students. unpublished doctoral thesis. Bangkok, Thailand: Chulalongkorn University.

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

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75(4), 460-472.

Anderson, N. J. (2008). Metacognition and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (99-109). Cambridge: Cambridge University Press.

Aoki, N. (1999). Affect and the role of teacher in the development of learner autonomy. In J. Arnold (Ed.), Affect in language learning (pp.142-154). Cambridge: Cambridge University Press.

Aoki, N. (2001). Kyooshi no yakuwari (Teacher’s roles). In N. Aoki, A. Ozaki & S. Toki (Eds.), Nihongo Kyooikugaku o Manabu Hito no tame ni (For students of JSL pedagogy) (pp.184-199), Kyoto: Sekaishisoosha.

Aoki, N. (1998). Examining definitions of learner autonomy. Osaka University Japanese Language Research, 10.

Aoki, N. (2001). The institutional and psychological context of learner autonomy. The AILA Review, 15, 82-90.

Aoki, N. (2002). Aspects of teacher autonomy: capacity, freedom, and responsibility. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (110-124). Dublin: Authentik.

Aoki, N. (2002). Teachers’ conversation with partial autobiographies. Hong Kong Journal of Applied Linguistics, 7(2), 152-168.

Aoki, N. (2003). Expanding space for reflection and collaboration. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Aoki, N. & Hamakawa, Y. (2003). Asserting our culture: Teacher autonomy from a feminist perspective. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (240-253). Basingstoke: Palgrave Macmillan.

Aoki, N. & Smith, R.C. (1999). Learner autonomy in cultural context: The case of Japan. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (19-28). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Apple, M. & Beane J. (1999). Democratic schools. Buckingham, U.K: Open University Press.

AQF (2011). Australian Qualifications Framework. Adelaide: Australian Qualifications Framework Advisory Board.

Areglado, R. J. (1996). Learning for Life: Creating Classrooms for Self-Directed Learning. Thousand Oaks, CA: Corwin Press.

Armanet, C. M. & Obese-Jecty, K. (1984). Autonomy and the teaching of English at the University of Technology of Compeigne. IRAL, 22(4), 130-136.

Arntzen, R. & Eriksen, O. (2018). Reflecting on educational experiences: An analysis of two migration students’ stories. In A. Haukås, C. Bjørke & M. Dypedahl (Eds.), Metacognition in language learning and teaching (204-223). New York: Routledge.

Arthur, L. & Hurd, S. (2001). Supporting lifelong language learning. Theoretical and practical approaches. London: CILT.

Artino Jr, A. R. (2005). Review of the motivated strategies for learning questionnaire. British Journal of Educational Psychology, 0.

Artino, A. R., & Stephens, J. M. (2007). Motivation and self-regulation in online courses: A comparative analysis of undergraduate and graduate students. In annual meeting of the Association for Educational Communications and Technology. Anaheim, CA:

Asiri, J., & Shukri, N (2018). Female teachers’ perspectives of learner autonomy in the Saudi context. Theory and Practice in Language Studies, 8(6), 570-579.

Aspin, D. (1997). Autonomy education and the formation of democratic relationships between ‘experts’ and ‘ordinary’ citizens. In D. Bridges, Education, autonomy and democracy citizenship (pp. 248-260). London: Routledge.

Assinder, W. (1991). Peer-teaching, peer-learning: one model. ELT Journal, 45(3), 218-229.

Aston, G. (1993). The learner’s contribution to the self-access centre. ELT Journal, 47(3), 219-227.

Aston, G. (1997). Involving learners in developing learning methods: exploiting text corpora in self-access. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (204-214). London: Longman.

Atherton, B. (1980). Adapting spaces for resource-based learning. London: Centre for Educational Technology.

Atkins, K. (2005). Self and subjectivity. Oxford: Blackwell.

Attwell, G. (2007). Personal learning environments – The future of eLearing? eLearning Papers, 2(1), 1-8.
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Auerbach, E. R. (1995). The politics of the ESL classroom: issues of power in pedagogical choices. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). Cambridge University Press.

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Autonomy: Where are we? Where are we going?’. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (pp. 15-42). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Ayedoun, E., Hayashi, Y., & Seta, K. (2015). A conversational agent to encourage willingness to communicate in the context of English as a foreign language. Procedia Computer Science, 60, 1433-1442.

Azimi Mohamad Abadi, E., & Baradaran, A (2013). The relationship between learner autonomy and vocabulary learning strategies in Iranian EFL learners with different language proficiency level. International Journal of Applied Linguistics and English Literature, 2(3), 176-185.

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Bachman, L. F. & Palmer, A. S. (1982). The construct validation of some components of communicative proficiency. TESOL Quarterly, 16, 449-465.

Bachman, L. F. & Palmer, A. S. (1989). The construct validation of self-ratings of communicative language ability. Language Testing, 6, 14-29.

Bagheri, M. S., & Aeen, L. (2011). The impact of practicing autonomy on the writing proficiency of Iranian intermediate EFL learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(1), 1-13.

Bagnall, R. G. (1987). Enhancing self-direction in adult education: a possible trap for enthusiasts. Discourse: the Australian Journal of Educational Studies, 8(1), 90-100.

Bailly, S. (1995). La formation de conseiller. Mélanges Pédagogiques, 22. Université de Nancy 2: CRAPEL.

Bailly, S. (2011). Teenagers learning language out of school: What, why and how do they learn? How can school help them? In P. Bens on & H. Reinders (Eds.), Beyond the language classroom (119-131). New Yo rk: Palgrave Macmillan.

Bailly, S. & Ciekanski, M. (2006). Learning as Identity in Practice: the Role of the Learner-Advisor Relationship in Supported Self-directed Learning Structure. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Bailly, S. & Petitdemange, G. (1990). Construire son apprentissage: Compte-rendu d’une expérience d’auto-apprentissage avec soutien en anglais pour des étudiants en architecture. Mélanges Pédagogiques, 20, 9-18.

Bailly, S., Gremmo, M. J. & Riley, P. (2002). Guide à l’usage des apprenants adultes. In J. Trim (Ed.), Cadre Européen commun de référence pour les langues: Apprendre, enseigner, évaluer (55-82). Strasbourg: Conseil de l’Europe.

Bakar, N. A. (2007). Technology and learner autonomy: Teachers’ and students’ perceptions towards learner autonomy in a computer-based learning environment in a Malaysian context. Pape presented at the Independent Learning Association 2007 Japan Conference: Exploring Theory, Enhancing Practice. Chiba, Japan:

Balcikanli, C. (2008). Fostering learner autonomy in EFL classrooms. Kastamonu Education Journal, 16(1), 277-284.

Balcikanli, C. (2010). The effects of social networking on pre-service English teachers’ metacognitive awareness and teaching practice. unpublished PhD dissertation. Ankara: Gazi University.

Balcikanli, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.

Bamberg, B. (1992). Autonomy and accommodation – striking a balance – Freshman writing in English at USC. ADE Bulletin, 101, 19-22.

Bandura, A. (1997). Self-efficacy: The excercise of control. New York, N. Y.: W. H. Freeman.

Bandy, T., & Moore, K. A. (2010). Assessing self-regulation: A guide for out-of-school time program practitioners. Washington, DC: Child Trends.

Bankowski, E. (1999). Promoting learner autonomy through project work in EAP. Hong Kong Baptist University Papers in Applied Language Studies, 4, 64-79.

Bankowski, E. (1999). Training students in learning strategies for small scale independent research tasks. In V. Crew, V. Berry & J. Hung (Eds.), Exploring diversity in the language curriculum (199-216). Hong Kong: Hong Kong Institute of Education.

Bankowski, E. (2001). Developing effective strategies for independent learning: Handling research tasks in English for academic purposes. In D. K. Kember, S. Candlin & L. Yan (Eds.), Further case studies of improving teaching and learning from the action learning project (175-190). Hong Kong: Action Learning Project.

Banton, A. (1992). Successful self access through learner development. Independence, 8, 20-22.

Barbosa, I. & Paiva, M. (2002). Action research: a way to teacher and learner autonomy? In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Barbot, M. J. (1997). Cap sur l’autoformation: multimédias, des outils à s’approprier. Le Français dans le Monde, July, 54-62.

Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (7-34). Dordrecht: Kluwer.

Barcelos, A. M. F. (2003). Teachers’ and students’ beliefs within a Deweyan framework: Conflict and influence. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (171-200). Dordrecht: Kluwer.

Barfield, A. (2002). Restrictions into resources: Learner autonomy and the literature review. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy. Proceedings of the JALT CUE Conference 2001 (pp. 137-146). Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Barfield, A. (2003). Routine reflections on developing autonomy? In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Barfield, A. & Brown, S.H. (2007). Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan.

Barfield, A. & Smith, R.C. (1999). Teacher-learner autonomy: the role of conference and workshop. designProceedings of Teachers Develop Teachers Research (TDTR) 4 (CD-ROM). Whitstable, Kent: IATEFL..
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Barfield, A. & Nix, M. (2003). Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

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Barfield, A., Ashwell, T., Carroll, M., Collins, K., Cowie, N., Critchley, M., Head, E., Nix, M., Obermeier, A. & Robertson, M.C. (2002). Exploring and defining teacher autonomy: A collaborative discussion. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy. Proceedings of the JALT CUE Conference 2001 (pp. 217-222). Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Barkhuizen, G. P. (1998). Discovering learners’ perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85-108.

Barlow, N. W. (1994). Comments from an adult language learner. In E. Esch (Ed.), Self-access and the adult language learner (p. 165). London: CILT.

Barnard, R. & Li, J. (2016). Language learner autonomy: Teachers’ beliefs and practices in East Asian contexts. (pp. 150-166). Phnom Penh, Cambodia: IDP Education Cambodia.

Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.

Barnett, L. & Jordan, G. (1991). Self-access facilities: What are they for? ELT Journal, 45(4), 305-312.

Barraja-Rohan, A. M. (2015). I told you\’: Storytelling development of a Japanese learning English as a Second Language. In T. Cadierno & S.W. Eskildsen (eds) (Eds.), Usage-based Perspectives on Second Language Learning (271-304). : Mouton de Gruyter.

Barrett-Lennard, S. (1997). Encouraging autonomy and preparing for IELTS: Mutually exclusive goals? Prospect, 12(3), 29-40.

Bartle, J. (2001). Perceptions of the role and functions of the language adviser. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (84-92). London: Centre for Information on Language Teaching and Research.

Barton, A. & Downes, P. (2003). Differentiation and gender: Boys and language learning. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Basil, H. (1985). The role of counselling in self-directed learning. In R. J. Mason (Eds.), Self-directed learning and Self-access in Australia: From practice to theory (93-102). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282-295.

Baumann, U. (2006). Developing autonomy and intercultural competence in a distance learning environment. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (93-113). Dublin: Authentik.

Bavendick, U. (2001). Three approaches to promoting independence in language learning in higher education. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (125-132). London: Centre for Information on Language Teaching and Research.

Bawden, R. (1988). On leadership, change and autonomy. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 227-241). London: Kogan Page.

Beeching, K. (1996). Evaluating a Self-study system. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (81-104). London: Association for French Language Studies/CILT.

Bella-Dora, D. & Blanchard, L. J. (1979). Moving toward self-directed learning: Highlights of relevant research and of promising practices. Alexandria, VA: ASCD.

Bellingham, L. (2005). Is there language acquisition after 40? Older learners speak up. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (56-68). Cambridge: Cambridge University Press.

Benita, M., Roth, G., & Deci, E. L. (2014). When are mastery goals more adaptive? It depends on experiences of autonomy support and autonomy. Journal of Educational Psychology, 106(1), 258-267.

Bennett, L. (1993). Teacher off: Computer technology, guidance and self-access. System, 21(3), 295-304.

Benson, P. (1992). Self-access for self-directed learning. Hong Kong Papers in Linguistics & Language Teaching, 15, 31-38.

Benson, P. (1994). Self-access systems as information systems: Questions of ideology and control. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (3-12). Hong Kong: Hong Kong University Press.

Benson, P. (1995). A critical view of learner training. Learning Learning: JALT Learner Development N-SIG Forum, 2(2), 2-6.
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Benson, P. (1995). Self-access and collaborative learning. Independence, 0.
Reprinted in A.C. McClean, (Ed.), SIG selections 1997: Special interests in ELT.

Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (27-34). Hong Kong: Hong Kong University Press.

Benson, P. (1997). The multiple meanings of autonomy: Responsibility, ability and right. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (18-34). London: Longman.

Benson, P. (1997). The semiotics of self-access language learning in the digital age. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications (70-78). Lyon: INSA (National Institute of Applied Sciences).

Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In B. Sinclair, et al (Ed.), Learner autonomy. teacher autonomy: Future directions (pp. 111-117). London: Longman.

Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.

Benson, P. (2002). Autonomy and communication. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (10-28). Dublin: Authentik.

Benson, P. (2002). Rethinking the relationship of self-access and autonomy. Newsletter of the Hong Kong Association for Self-Access Learning and Development, 5, 4-10.
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Benson, P. (2003). A Bacardi by the pool. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (289-308). New York: McGraw Hill.

Benson, P. (2004). Autonomy and information technology in the educational discourse of the information age. In C. Davison (Ed.), Information technology and innovation in language educatio (173-192). Hong Kong: Hong Kong University Press.

Benson, P. (2005). (Auto)biography and learner diversity. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (4-21). Cambridge: Cambridge University Press.

Benson, P. (2006). Autonomy and its role in learning. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (Vol. 2). Norwell, MA: Springer.

Benson, P. (2006). Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning. Dublin: Authentik.

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Language learning and library learning in universities are closely related endeavors that intersect at various times, in various locations, and with various teachers and learners. This book is an examination of how these intersections are experienced by second and foreign language learners. Its aim is to explore the two types of learning to help sustain and develop the learning in both areas. Considerations of the intersections are placed within a theoretical framework of learner autonomy. This framework offers librarians and language instructors methods and practices that enable learners to take control of both their library learning and their language learning.

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Boyno, M. (2011). An Analysis of the Factors Influencing Learner Autonomy in the Turkish EFL Context. Unpublished PhD Dissertation. Adana:
link
Please feel free to contact the author at boyno.m@hotmail.com .

Boyno, M. (2012). Some pedagogical innovations in nurturing autonomous EFL learners. Energy Education Science and Technology Part B: Social and Educational Studies, 4, 197-204.
link
Please feel free to contact the author at boyno.m@hotmail.com .

Boyno, M. & Course, S. (2011). Learner autonomy in the Turkish context: a conversation. Independence (53), Newsletter of the IATEFL LA SIG. Canterbury: IATEFL.
Please feel free to contact the authors at boyno.m@hotmail.com .

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link
Please feel free to contact the authors at boyno.m@hotmail.com .

Boyno, M., Dolas, F. & Akil, E. (2012). Learners’ voices on learner autonomy in assessment. IATEFL TEASIG event. Prague:
link
Please feel free to contact the authors at boyno.m@hotmail.com

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link
Please feel free to contact the authors at boyno.m@hotmail.com .

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Brookes, A. & Grundy, P. (1988). Individualization, autonomy and English for academic purposes. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning. ELT Documents 131. Modern English Publications/British Council

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Brown, P. C. (2002). Project-based teaching promotes autonomy in L2 learning. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (89-96). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Brown, P., Smith, R. & Ushioda, E. (2007). Responding to resistance. In A. Barfield & S. Brown (Eds.), Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan.

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Brown, Silas S. & Robinson, P. (2003). Addressing print disabilities in adult foreign-language acquisition. In: Proceedings of the 10th International Conference on Human-Computer Interaction (HCII 2003), Vol.4: Universal Access in HCI, pp 38-42..
link
note: the “gradint” program referred to in the paper has been developed further and is available at link

Brown, T. P. (2002). Auto-communal language learning of Mandarin Chinese and Samoan: A chronicle and comparison. Hong Kong Journal of Applied Linguistics, 7(2), 122-135.

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Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25-37.

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link
Bunts-Anderson, H. H. J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (

Burkert, A. (2011). Introducing aspects of learner autonomy at tertiary level. Innovation in Language Learning and Teaching, 5(2), 141-150.

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Bárbara, N. (2007). Autonomy in ESP: Solution or Recipe? In Gálova, D. (Ed.), Languages for specific Purposes in Higher Education – Searching for Common Solutions (18-31). Newcastle: Cambridge Scholars Publisher.
Within the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. The ensuing reduction of ESP contact hours will bear a cost in human resources needed and will also further the imbalance between breadth and depth of the English language teaching. Searching for feasible solutions, the Languages and Communication Sector of our Agricultural College will depend on a pedagogy for autonomy based on a threefold method, namely – classes, e-learning and tutorials – building self-tailored syllabuses for heterogeneous classes of engineering courses.

Bárbara, N. (2008). Do it Yourself: Uma Metodologia para Autonomia. In Ribeiro, M. et al. (Eds.), Aprender Ensinando. Dinâmicas Metodológicas no Ensino-Aprendizagem das Línguas Estrangeiras (149-160). Guarda: Arthipol.

Bárbara, N. (2009). Language Portfolios in Engineering Courses: A Strategy Towards Autonomy’. Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, 0.
link
Within the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. New classroom goals and curricula entail new forms of assessment – portfolios in higher education represent a move from traditional forms of assessment to a more authentic and holistic assessment that reflects student learning, achievement, motivation and attitudes. At its core lie self-assessment and the students’ direct involvement in learning. The alignments of assessment, curriculum, and pedagogy through the use of portfolios are reflected in new education policies in Europe.

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Lynda Pritchard Newcombe (2007). Social Context and Fluency in L2 Learners: The Case of Wales. Clevedon, England: Multilingual Matters.
Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable.
Contact Lyndapn@btinternet.com

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link
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link
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Malcolm, D. (2011). Do self-directed English projects help promote learner autonomy? American University in Cairo (AUC) Journal: Special Issue Nile TESOL 2011 Conference Proceedings, 1(2), 49-55.
Link

Malcolm, D., Mercer, S., & Huang, P. (2013). Second opinions: Managing learner autonomy in an Arab medical school. In A. Barfield & D. Navarro (Eds.), Autonomy in language learning: Stories of practices (64-73). UK: IATEFL Learner Autonomy SIG e-book.

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Manzano Vázquez, B. (2015). Pedagogy for autonomy in FLT: An exploratory analysison its implementation through case studies. Porta Linguarum, 23, 59-74.

Manzano Vázquez, B. (2016). Teacher development for autonomy: an exploratory review of language teacher education for learner and teacher autonomy. Innovation in Language Learning and Teaching, 0, 1-12.

Manzano Vázquez, B. (2016). An exploratory analysis on the obstacles to learner autonomy in the foreign language classroom. In K. Schwienhorst (Ed.), Learner autonomy in second language pedagogy and research: Challenges and issues (281-308). Faversham: IATEFL.

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link

Mariani Luciano (2010). Communication Strategies. : www.lulu.com.
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Communication strategies is a book about the verbal and non-verbal ways and means that learners and users of a second or foreign language can employ when they have to face problems due to gaps in their linguistic, communicative or intercultural competence. Strategies also enable them to deal with uncertainty in personal and intercultural contacts and to increase their autonomy in using languages.
Communication strategies is both a handbook for teachers, teacher trainers and educators, providing them with a sound methodological background, and a collection of 30 practice activities, games and tasks for language learners and users. Photocopiable worksheets are provided, as well as freely downloadable recordings of native and non-native speakers of English.

Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. A Journal of TESOL Italy, 23(2).
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link 0(1).
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Learners’ and teachers’ beliefs and attitudes towards languages and cultures, language learning and teaching, and themselves as learners and teachers have proved to affect intentions, decisions and behaviour in the classroom. This paper reports on the preliminary results of a survey carried out in Italian upper secondary schools, with the aim of monitoring and hopefully fostering learner (and teacher) progression.

Mariani, L. (2013). Intercultural communication strategies for learner autonomy. In Menegale M. (Ed.), Autonomy in language learning: Getting learners actively involved. Canterbury, UK: IATEFL.
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Intercultural communication strategies promote the flexibility learners need to cope with the unexpected and the unpredictable; encourage learners’ risk-taking, individual initiative and an active and responsible role in their learning process; and boost learners’ self-confidence, by giving them the feeling that they can in some way increase their control over language use. This paper argues for strategy education across the curriculum as a whole-person engagement, involving the activation of cognitive, affective and social factors, and as a descriptive, experiential and explicit pedagogical approach.

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Please feel free to contact the author at boyno.m@hotmail.com .

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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.

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The Autonomy Approach presents an important departure from the theoretical discussions which underpin the majority of work on learner autonomy. It introduces a practical perspective to self-directed language learning (teachable-learnable activities rooted in principles of learning), which draws on aspects of study skills and strategies as well as a variety of approaches, namely differentiated, individualised, self-directed, self-access and open-access learning.

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This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.

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My contact information is usuki@juen.ac.jp

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