Autonomy in language teaching and learning
Автономия в преподавании и изучении языков
2007-01-01
SCID: 54.1/u8e2pgk9
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language learning autonomylanguage teachingself-regulationsociocultural theoryteacher development
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Abstract (AI)
There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.
Key Findings
1
Autonomy research increasingly intersects with self-regulation, motivation, sociocultural theory, and teacher development.
2
Future research directions are identified based on these conceptual, contextual, and policy developments.
3
Recent literature presents alternative views of autonomy and examines its application across new teaching and learning contexts.
4
Research on autonomy in language teaching and learning has grown substantially since the turn of the 20th century.
5
The field connects autonomy with developments in autonomy philosophy and with global educational policy and reform.
Research Object
autonomy in language teaching and learning
Research Subject
major trends and theoretical, contextual, conceptual, philosophical, and policy-related developments in research on autonomy
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2007-01-01
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