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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.
To have your own references added, contact me and send me the bibliographic details in APA format.

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: Teachersâ€™ 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 learnersâ€™ 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.

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

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.

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:

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.

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.

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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Back, M. (2019). World language teachers performing and positioning agency in classroom target language use. In H. Kayi-Aydar, X. Gao, E. Miller, M. Varghese & G. Vitanova (Ed.), Theorizing and analyzing language teacher agency (pp. 101-120). Bristol, Blue Ridge Summit: Monday Matters. https://doi.org/10.21832/9781788923927-009

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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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.

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Bakar, N. A. (2007). Technology and learner autonomy: Teachersâ€™ and studentsâ€™ 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.

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.

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

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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Intercultural communication strategies promote the flexibility learners need to cope with the unexpected and the unpredictable; encourage learnersâ€™ risk-taking, individual initiative and an active and responsible role in their learning process; and boost learnersâ€™ 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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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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