The Learner Autonomy SIG is one of 14 IATEFL Special Interest Groups. It is for teachers, learning advisors and teacher educators who are interested in autonomy in language learning and all that it implies.
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This selection of papers was edited by Klaus Schwienhorst and is the result of a two-day conference by the IATEFL Learner autonomy SIG on “Learner autonomy in second language pedagogy and research - challenges and issues” which was held at the Fachsprachenzentrum, Leibniz Universität Hannover, Germany, from 27-28 September 2013
Edited by Jo Mynard and Christian Ludwig with a foreword by Anna Uhl Chamot, this book explores tools, tasks and environments which support the development of learner autonomy in different learning spaces and cultural contexts. The 13 chapters in this e-book are divided into five parts: self-access, self-directed learning, technology tools, logbooks/plans, and inside/outside the classroom.
Edited by Anja Burkert, Leni Dam and Christian Ludwig.
This book is a compilation of articles dealing with a wide range of topics addressing aspects of a pedagogy for autonomy in various institutional and cultural contexts. It provides the reader with valuable insights into theoretical considerations as well as valuable examples of practice.
The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning.
Stories of Practices brings together many different teachers' stories about their engagement with learner (and teacher) autonomy in many different places over many years. In this volume, each of the 14 story chapters is composed of the story of one teacher (the storywriter) and the response of two readers (the reader responders) to that teacher’s evolving engagement with learner autonomy.