Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy. Volume 2: Submitted publications

Hurd, Stella (2008). Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy. Volume 2: Submitted publications. PhD thesis The Open University.



This volume contains the publications which are discussed in Volume 1: Introduction to the published work. PhD thesis, The Open University.

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  • Item ORO ID
  • 21773
  • Item Type
  • PhD Thesis
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  • Submitted publications and links on ORO

    Publication 1 : Hurd, S. (1998) Too carefully led or too carelessly left alone? Language Learning Journal, 1753-2167, 17 (1), 70-74.
    Publication 10 : Hurd, S. (2006) Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27 (3) 2006, 299-325.
    Publication 12 : Hurd, S. (2007) Distant voices: Learners' stories about the affective side of learning a language at a distance. Innovation in language learning and teaching, 1 (2) 2007, 142-159.
    * Reprinted with permission of Taylor & Francis. The original publications are available at

    Publication 2 : Hurd, S. (1998) Autonomy at any price? Issues and concerns from a British HE perspective. Foreign Language Annals, 31 (2), 219-230.
    * Reprinted with permission of John Wiley & Sons, Inc.

    Publication 3 : Hurd, S. (1999) Developing skills for the 21st century: lessons from autonomy in language learning. New Academic, 8 (1), 3-7.
    * Reprinted with permission of SEDA

    Publication 4 : Hurd, S., Beaven, T. & Ortega, A. (2001) Developing autonomy in a distance language learning context: issues and dilemmas for course writers, System, 29 (3), 341-355.
    Publication 11 : Hurd, S. (2007) Anxiety and non-anxiety in a distance language learning environment: the distance factor as a modifying influence. System, 35 (4), 487-508.
    * Reprinted with permission of Elsevier

    Publication 5 : Hurd, S. (2005) Autonomy and the distance language learner. In B. Holmberg, M. Shelley, & C. White (eds) Distance Education and Languages: Evolution and Change (pp. 1-19). Clevedon: Multilingual Matters.
    * Reprinted with permission of Multilingual Matters. The original publication is available at

    Publication 6 : Hurd, S. (2000) Distance language learners and learner support: beliefs, difficulties and use of strategies. Links and Letters 7: Autonomy in language learning, 61-80.
    * Reprinted with permission.

    Publication 7 : Hurd, Stella (2001). Managing and supporting language learners in open and distance learning environments. In: Mozzon-McPherson, Marina and Vismans, Roel (eds) Beyond language teaching towards language advising. London, UK: CILT Publications in association with the University of Hull, pp. 135–148.
    Publication 8 : Hurd, S. (2002) Taking account of individual learner differences in the planning and delivery of language courses for open, distance and independent learning. CiLT, University of Manchester 24-26 June 2002. Web conference proceedings.
    * Reprinted with permission of CILT

    Publication 9 : Hauck, M. & Hurd, S. (2005). Exploring the link between language anxiety and learner self-management in face to face and virtual language learning contexts. European Journal of Open, Distance and E-Learning, II.
    * Reprinted with permission of EURODL.

  • Academic Unit or School
  • Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
  • Research Group
  • Centre for Research in Education and Educational Technology (CREET)
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  • © 2008 The Author
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