The Open UniversitySkip to content

Distance language learners and learner support: beliefs, difficulties and use of strategies

Hurd, Stella (2000). Distance language learners and learner support: beliefs, difficulties and use of strategies. Links and Letters 7: Autonomy in language learning, 7 pp. 61–80.

Full text available as:
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (76Kb)
Google Scholar: Look up in Google Scholar


Evidence is mounting from a number of studies undertaken with groups of learners of all ages and all abilities that there is a particular factor common to successful language learners: strategic competence involving the use of appropriate learning strategies. The growing body of research into this area has not, however, had much to say so far about the special situation of those learning a language at a distance. Based on the findings of surveys and discussions carried out with students enrolled in the final year of the Diploma in French at the Open University, this paper investigates learner beliefs about learning a language at a distance, difficulties encountered, attitudes to learner support and the use of strategies. It concludes that metacognitive strategies may have an enhanced role for the learner of a language at a distance, but that further research is needed to determine more clearly the nature of this role, how metacognitive strategies relate to learner variables and the specific implications for learner autonomy, tutor support and course design.

Item Type: Journal Article
ISSN: 1133-7397
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)
Item ID: 21782
Depositing User: Users 9 not found.
Date Deposited: 11 Jun 2010 14:42
Last Modified: 05 Oct 2016 17:17
Share this page:

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

▼ Automated document suggestions from open access sources

Actions (login may be required)

Policies | Disclaimer

© The Open University   + 44 (0)870 333 4340