Free tools > Autonomy bibliography

Below you can read and search (ctrl+f) through the learner autonomy bibliography. There are currently over 2,700 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 Khwankul Dejamornrattanakul for her help in adding resources to this bibliography.
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A

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.

Aboagye, A., Lomotey, C. & Debrah-Amofah, J. (2023). A pivotal stride towards learner autonomy: Utilising language learning strategies in an ESL university. Journal of Research and Innovation in Language, 5(3), 266-286.

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.

Aghayani, B. (2021). Learner autonomy and internal locus of control: Influential factors in EFL context. ELS Journal on Interdisciplinary Studies in Humanities, 4(2), 248-252.

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.

Ahearn, L. (2001). Language and agency. Annual Review of Anthropology, 30, 109 137. https://doi.org/10.1146/annurev.anthro.30.1.109

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

Ahmadi, S. & Nasr, M. (2022). Predicting EFL learners cognitive engagement based on achievement goals. Journal of Language and Translation, 12 (3), 49-64.

Ahmadnejad, M. & Fathi, J. (2019). The contribution of an EFL blogmediated writing course to enhancing learner autonomy. Journal of Research in Teaching, 6 (2), 1-22.

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.

Al-Bulushi, A. & Al-Issa, A. (2012). Investigating Omani learners' out-of-class English language learning strategies. In A. Mahmoud & R. Al-Mahrooqi (Eds.). Issues in teaching and learning English as a foreign language in the Arab world( (pp. 271-294). Sultan Qaboos University Academic Publication Board.

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

Aldosari, M.S., & Alsager, H.N. A step toward autonomy in education: Probing into the effects of practicing self-assessment, resilience, and creativity in task supported language learning. BMC Psychology, 11, 1-15.

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

Alhaq, Muhammad, (2022). Playing games during pandemic, why not? the idle upon students efficacy and vocabulary. Indonesian Journal of Applied Linguistics, 12 (1), 180-200.

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.

Alizadeh, I., & Ebrahimi, F. (2019). Investigating medical students’ readiness for technology-mediated autonomous learning situations in ESP programs. Education and Information Technologies, 1-21.

Al-Khasawneh, F., Huwari, I., Alqaryouti, M., Alruzzi, K., & Rababah, L. (2024). Factors affecting learner autonomy in the context of English language learning. Cakrawala PendidikanJurnal Ilmiah Pendidikan, 43(1), 140-153.

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.

Alm, A. (2021). Apps for informal autonomous language learning: An autoethnography. In C. Fuchs, M. Hauck, & M. Dooly (Eds.), Language education in digital spaces: Perspectives on autonomy and interaction (pp. 201-223). Springer.

Alm, A., & Nkomo, L. (2020). Chatbot experiences of informal language learners: A sentiment analysis. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10 (4), 51 65. https://doi.org/10.4018/ijcallt.2020100104

Almusharraf, N. (2020). Perceptions and application of learner autonomy for vocabulary development in Saudi EFL classrooms. International Journal of Education and Practice, 9(1), 13-36.

Alrabai, F. (2017). Exploring the unknown: The autonomy of Saudi EFL learners. English Language Teaching, 10 (5), 221-232.

Alrabai, F. (2017). From teacher dependency to learner independence: a study of Saudi learners’ readiness for autonomous learning of English as a Foreign Language. Learning and Teaching in Higher Education: Gulf Perspectives, 14(1), 1-28.

Alrashidi, Oqab. (2022). Exploring learner autonomy: Secondary school EFL teachers beliefs and practices in the Saudi context. World Journal of English Language, 12 (8), 97-105.

Alshammri, A. F. (2023). Perceptions of Saudi EFL learners’ willingness to communicate in the extramural digital context. Theory and Practice in Language Studies, 13 (8), 1920-1930.

AlShbou, O., Rababah, L., Banikalef, A., & Mehawesh, M. (2023). Role of learner autonomy in intrinsic motivation in EFL writing. International Journal of English Language and Literature Studies, 12 (2), 107-116.

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.

Alzubi, A., Singh, M., & Pandian, M.(2017). The use of learner autonomy in English as a foreign language context among Saudi undergraduates enrolled in preparatory year deanship at Najran University. Advances in Language and Literary Studies, 8 (2), 152-160. DOI: http://dx.doi.org/10.7575/aiac.alls.v.8n.2 p.152.

Amalia, S. N., Nurisma, R. N., Widiati, U., & Prihandoko, L. A. (2023). Learners’ agency, beliefs, mindsets and teacher autonomy as predictors of willingness to communicate in online learning. TESL-EJ, 27(3) , 1-21.

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.

Aminah, M., Maulida, I., & Supriadi, T.F. (2023). Project-based learning in promoting learner autonomy. Open Journal Systems, 17 (7), 1511-1516.

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.

Aprianti, F. & Winarto, E. R. (2021). Developing learner autonomy in writing through the use of eportfolio. English Review: Journal of English Education, 10 (1), 49-60.

Aprianti, F., & Winarto, E. R. (2023). Learner autonomy in the context of MB-KM policy: University teachers’ beliefs and practices. English Review: Journal of English Education, 11(2) , 589-598.

Ardi, P. (2017). Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17 (2), 55-76.

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Ardi, P. (2017). Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17 (2), 55-76.

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

Arib, R. & Maouche, S. (2021). Teachers readiness for learner autonomy in teaching/learning English as a foreign language in the Algerian context. AABHATH Review, 6 (2), 1013-1030.

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.

Arndt, H. (2023). Construction and validation of a questionnaire to study engagement in informal second language learning. Studies in Second Language Acquisition, 1-25.

Arndt, H., & Woore, R. (2018). Vocabulary learning from watching YouTube videos and reading blog posts. Language Learning and Technology, 22 (3). 124-142.

Arndt, H. L., Granfeldt, J., & Gullberg, M. (2023). Reviewing the potential of the Experience Sampling Method (ESM) for capturing second language exposure and use. Second language research, 39 (1), 39-58.

Arndt, H., & Rose, H. (2022). Capturing life as it is truly lived? Improving diary data in educational research. International Journal of Research & Method in Education, 1-12.

Arndt, H. L., & Lyrigkou, C. (2019). BAAL/CUP 2017 2018 Seminar:(In) Formal L2 learning: Integrating informal practices into formal contexts. Language Teaching, 52 (3), 415-417.

Arndt, H. L. (2019). Informal second language learning: The role of engagement, proficiency, attitudes, and motivation (Doctoral dissertation, University of Oxford).

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.

Artini, L., Nitiasih, P., & Wirapatni, A. (2022). Learner autonomy amid COVID-19 outbreak: Insights from EFL teachers beliefs. Kasetsart Journal of Social Sciences, 43, 741-748.

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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:

Ashton, K. (2022). Language teacher agency in emergency online teaching. System, 105, 1-12.

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.

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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.

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Attwell, G. (2007). Personal learning environments – The future of eLearing? eLearning Papers, 2(1), 1-8.
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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.

Azari Noughabi, M., & Ghasemi, A. (2024). Informal digital learning of English and EFL learners’ willingness to communicate: Investigating the mediating role of L2 grit. Journal of Multilingual and Multicultural Development , 1–16. https://doi.org/10.1080/01434632.2024.2351087

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.

Azin, N., Biria, R. & Ameri, A. (2021). The effect of strategy-based instruction on Iranian EFL learners learner autonomy: Learners perceptions. International Journal of Foreign Language Teaching and Research, 9(38), 237-250.

B

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

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Bae, J. (2024). Informal digital learning of English and L2 willingness to communicate of Korean secondary learners: The mediating role of English as an international language. Secondary English Education, 17(1), 87-115.

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.

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Baharom, N., & Shaari, A.H. (2022). Portfolio based assessment and learner autonomy practice among ESL students. Journal of Language and Linguistic Studies, 18(2), 1289-1305.

Bailey, K. (2022). Language learning diary studies in learning beyond the classroom contexts. In H. Reinders & L. Chun (Eds.), The routledge handbook of language learning and teaching beyond the classroom (pp. 442-457).Taylor and Francis.

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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:

Bala, E. (2022). The perceptions and practices of learner autonomy among undergraduate English as a foreign language students in private universities (A case of Erbil/Iraq). International Journal of Social Sciences and Educational Studies, 9 (1), 369-382.

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.

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

Banihashem, S. K., Farrokhnia, M., Badali, M., & Noroozi, O. (2021). The impacts of constructivist learning design and learning analytics on students engagement and self-regulation. Innovations in Education and Teaching International, 58(2), 1-11

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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.

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The purpose of this study is to gain a greater understanding of Japanese students’ beliefs regarding foreign language learning in a particular context. This is one of three studies undertaken by utilizing multi-model investigation procedures of my Ph.D. studies.

My contact information is usuki@juen.ac.jp

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