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Despite the lack of a single, universal theory of autonomy, there is agreement on the educational importance of developing autonomy and that autonomy can take a variety of forms, depending on learning context and learner characteristics. This paper examines autonomy in distance language learning and how capacity and opportunity for decision-making relates to context, by drawing on a longitudinal study of the experiences of individual language learners at The Open University (UK). It concludes by considering the implications for teachers and course designers.
|Item Type:||Book Chapter|
|Copyright Holders:||2011 The Author|
|Extra Information:||This book is published electronically only.
"The papers in this book started life as presentations at the international conference entitled: If We Had to Do It Over Again: Implementing Learner Autonomy in the 21st Century held at Zirve University, Turkey 1st - 3rd June 2010. The papers have since undergone a process of change based on: peer-feedback at the conference, peer-review and editing." -- T.p. verso
|Keywords:||distance language learning; language learner autonomy; learning context; learner characteristics; language learner experience|
|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:||Linda Murphy|
|Date Deposited:||21 Jul 2011 15:06|
|Last Modified:||04 Oct 2016 11:04|
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