|DOI (Digital Object Identifier) Link:||https://doi.org/10.1111/j.1944-9720.1998.tb00569.x|
|Google Scholar:||Look up in Google Scholar|
To remain viable in today's stringent financial climate, British university departments are having to recruit more and more students and look increasingly to less costly alternative forms of delivery. Autonomous learning is seen by many to be the obvious option. Some language departments have responded by introducing autonomous language learning into their curriculum, and there are a number of interesting and innovative approaches that have been developed in a small number of universities. This article sounds a warning that it is neither an easy nor a cheap alternative and that there are important economic, psychological, pedagogical, and practical issues to address if autonomous language learning is to achieve any measure of success.
|Item Type:||Journal Article|
|Copyright Holders:||2008 American Council on the Teaching of Foreign Languages, Inc.|
|Extra Information:||This publication also appears in a 2 volume PhD thesis of published work -
'Second language learning at a distance: Metacognition, affect, learning strategies and learner support in relation to the development of autonomy.'
See Volume 1: Introduction to the published work and Volume 2: Submitted publications.
|Academic Unit/Department:||Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||Users 9 not found.|
|Date Deposited:||11 Jun 2010 14:33|
|Last Modified:||19 Oct 2016 15:49|
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