Relevant bibliographies by topics / Language learning autonomy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language learning autonomy'

Author: Grafiati
Published: 7 June 2025
Last updated: 16 July 2025

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Journal articles on the topic "Language learning autonomy"

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Wenden, Anita L. "Autonomy in language learning." System 25, no. 4 (1997): 584–88. http://dx.doi.org/10.1016/0346-251x(97)90169-x.

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Osidak, Viktoriya. "LANGUAGE LEARNER MOTIVATION IN LANGUAGE AUTONOMY." АRS LINGUODIDACTICAE, no. 1 (2017): 25–30. http://dx.doi.org/10.17721/2663-0303.2017.1.04.

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Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ moti­vation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language
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Najeeb, Sabitha S. R. "Learner Autonomy in Language Learning." Procedia - Social and Behavioral Sciences 70 (January 2013): 1238–42. http://dx.doi.org/10.1016/j.sbspro.2013.01.183.

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Vysotska, Oksana. "ENCOURAGING LEARNERS’ AUTONOMY: ALTERNATIVE ASSESSMENT IN LANGUAGE TEACHING / LEARNING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 16(84) (2022): 116–19. http://dx.doi.org/10.25264/2519-2558-2022-16(84)-116-119.

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Technology advance and volumes of information that people come across make them learn during their whole life. They should be able to meet the requirements of the rapidly changing world. That puts lifelong learning on the agenda as it is a prerequisite for a sustainable future and professional success. Thus, it is understandable that people should be prepared for autonomous lifelong learning which is one of the essential tasks set for university education. Students should be prepared to acquire new knowledge and to develop their skills by themselves when their formal education is over. They sh
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Benson, Phil. "Autonomy in language teaching and learning." Language Teaching 40, no. 1 (2007): 21–40. http://dx.doi.org/10.1017/s0261444806003958.

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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
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Montanaro, Marianna. "AUTONOMIA NELL’APPRENDIMENTO DELLE LINGUE STRANIERE. UNA REVISIONE DELLA LETTERATURA." Italiano LinguaDue 15, no. 2 (2023): 287–303. http://dx.doi.org/10.54103/2037-3597/21949.

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La finalità del presente articolo è ricostruire lo stato dell’arte riguardo l’autonomia degli studenti nell’apprendimento delle lingue straniere (LS). L’autonomia è un concetto complesso e ampiamente studiato a partire dagli anni Settanta del Ventesimo secolo. È centrale nelle argomentazioni pedagogiche e glottodidattiche e la riflessione intorno all’autonomia è ancora oggi urgente e contingente in quanto è presupposto per il lifelong learning e per l’innovazione pedagogica e didattica. Si presenta dunque lo stato dell’arte sull’autonomia dagli anni Settanta al primo decennio degli anni duemil
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Benson, Phil, and Jing Huang. "Autonomy in the transition from foreign language learning to foreign language teaching." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 421–39. http://dx.doi.org/10.1590/s0102-44502008000300003.

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This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching care
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Cotterall, Sara. "Roles in autonomous language learning." Australian Review of Applied Linguistics 21, no. 2 (1998): 61–78. http://dx.doi.org/10.1075/aral.21.2.04cot.

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Abstract The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individu
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Şakrak-Ekin, Gülnihal, and Cem Balçıkanlı. "Does Autonomy Really Matter in Language Learning?" Journal of Language and Education 5, no. 4 (2019): 98–111. http://dx.doi.org/10.17323/jle.2019.8762.

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The main aim of this study was to unravel the possible relationship between individuals’ level of autonomy as EFL learners and academic success in terms of language learning at the tertiary level. Additionally, this quantitative study focused on exploring EFL learners’ level of autonomy and also the relationship between learner autonomy and some personal factors, including gender, age, English level, and the length of English education. In order to assess the participants’ levels of autonomy, a questionnaire consisting of 66 items was administered to 267 university students, who were Turkish-s
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Lahaie, Ute S., and Ernesto Macaro. "Target Language, Collaborative Learning, and Autonomy." Die Unterrichtspraxis / Teaching German 33, no. 2 (2000): 194. http://dx.doi.org/10.2307/3531581.

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Dissertations / Theses on the topic "Language learning autonomy"

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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.

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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educationa
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Smith, Michael Arthur. "Autonomy and project based language learning : factors mediating autonomy in project based CALL /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00001476.

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Bárbara, Noémia Martins. "Autonomy in English language learning: a case study." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/8554.

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Doutoramento em Didáctica<br>The main goal of this study was to analyse the development of a pedagogy for autonomy tuned to the current situation in which Higher Education finds itself, namely of implementation of the Bologna Process in Europe, and in particular at the Escola Superior Agrária of the Polytechnic School at Coimbra. For this purpose new course units were created, new descriptors written, new materials developed and new methodologies tried. A case study was undertaken to observe and analyse the changes the institution was undergoing and to assess the impact of the new metho
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Liaven-Nucamendi, Maria-Elena. "Autonomy in learning languages : what students, teachers and authorities in an institution of higher education understand by autonomy in language learning." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499799.

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This research explores the beliefs of students, teachers and senior administrators have about language learning autonomy and students self-learning, autonomy or independent learning (SAIL) in a higher education. It explores the autonomy students have in the institution and the role of the context in this. The research describes participants' language learning understandings and identifies students' SAIL in the institution. It shows how the understanding of learning has been influenced by the practice of an institution trying to promote SAIL. The study discusses the understanding of language le
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Surma, Miyuki U. "Autonomy in foreign language learning: An exploratory analysis of Japanese learners." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/785.

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Learner autonomy has received increased attention: in the recent language teaching and learning literature. Although Holec (1981) proposed a somewhat categorical definition of learner autonomy, this concept can be viewed in various ways depending on factors such as context and culture. One may posit, for example, that learner autonomy is based on Western values and as such, is not as easily accessible in the Asian context. With such variables in mind, the purpose of this study is to gain a greater understanding of Japanese students' beliefs regarding foreign language learning in a particular c
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Rousseau, Nicoline. "Fostering learner autonomy amongst second language student teachers with computer assisted language learning in a supportive role." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/898.

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Chuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.

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Girón, García Carolina. "Learning Styles and Reading Modes in the Development of Language Learning Autonomy through "Cybertasks"." Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/125440.

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La tesis doctoral que nos planteamos realizar se enmarca dentro de la investigación que el grupo GIAPEL (Grupo de Investigación y Aplicaciones Pedagógicas en Lenguas) ha venido realizando desde su creación en 1991. El trabajo del GIAPEL está orientado al diseño de tareas de aprendizaje de las lenguas alemanas, francesas e inglesas; centradas en el desarrollo de estrategias de comprensión lectora y de aprendizaje autónomo de la gramática de las lenguas. <p>Esta tesis parte de resultados previos obtenidos a lo largo de los diferentes proyectos llevados a cabo por el grupo. Deriva directamente d
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Books on the topic "Language learning autonomy"

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Chik, Alice, Naoko Aoki, and Richard Smith, eds. Autonomy in Language Learning and Teaching. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-52998-5.

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Everhard, Carol J., and Linda Murphy, eds. Assessment and Autonomy in Language Learning. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137414380.

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Macaro, Ernesto. Target language, collaborative learning and autonomy. Multilingual Matters, 1997.

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1955-, Benson Phil, and Voller Peter, eds. Autonomy and independence in language learning. Longman, 1997.

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1957-, Pemberton Richard, ed. Taking control: Autonomy in language learning. Hong Kong University Press, 1996.

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Murray, Garold, ed. Social Dimensions of Autonomy in Language Learning. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137290243.

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Murray, Garold, Xuesong Gao, and Terry Lamb, eds. Identity, Motivation and Autonomy in Language Learning. Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693747.

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Benson, Phil. Teaching and researching autonomy in language learning. 2nd ed. Pearson Education Limited, 2011.

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Benson, Phil. Teaching and researching autonomy in language learning. Longman, 2001.

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Pawlak, Mirosław, Anna Mystkowska-Wiertelak, and Jakub Bielak, eds. Autonomy in Second Language Learning: Managing the Resources. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-07764-2.

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Book chapters on the topic "Language learning autonomy"

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Griffiths, Carol, and Adem Soruç. "Autonomy." In Individual Differences in Language Learning. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52900-0_9.

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Miyahara, Masuko. "Creating Space for Learning: Language Learning Materials and Autonomy." In Realizing Autonomy. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_5.

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Rundle, Colin. "Scaffolding Economics Language and Learning with Case Studies." In Realizing Autonomy. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_8.

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Ushioda, Ema. "Motivation, autonomy and metacognition." In Motivation and Foreign Language Learning. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lllt.40.02ush.

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Palfreyman, David M. "Learner Autonomy and Groups." In Autonomy in Language Learning and Teaching. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52998-5_4.

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Everhard, Carol J. "The Assessment-Autonomy Relationship." In Assessment and Autonomy in Language Learning. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137414380_2.

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Cooker, Lucy. "Assessment as Learner Autonomy." In Assessment and Autonomy in Language Learning. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137414380_5.

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Toogood, Sarah, and Richard Pemberton. "Support Structures for Self-access Learning." In Reconstructing Autonomy in Language Education. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230596443_15.

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Gabryś-Barker, Danuta. "Preservice Teachers’ Perceptions of Teacher Autonomy." In Second Language Learning and Teaching. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-07764-2_10.

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Gao, Xuesong. "Language Teacher Autonomy and Social Censure." In Autonomy in Language Learning and Teaching. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52998-5_3.

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Conference papers on the topic "Language learning autonomy"

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Elvina and Jureynolds. "Enhance Mobile Learning in Supporting Learner Autonomy in Second Language Acquisition." In 2024 3rd International Conference on Creative Communication and Innovative Technology (ICCIT). IEEE, 2024. http://dx.doi.org/10.1109/iccit62134.2024.10701181.

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Thilagam, P. Suria, MD Sahidul Islam, Tamilarasan P, S. Vijayakumar, N. Sheik Hameed, and I. Infant raj. "Mobile Applications for Self-Assessment in English Language Learning: Enhancing Learner Autonomy and Reflection." In 2025 3rd International Conference on Intelligent Systems, Advanced Computing and Communication (ISACC). IEEE, 2025. https://doi.org/10.1109/isacc65211.2025.10969327.

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Nogueira, Anderson Lopes, and Carolina Doná de Araujo. "PODCASTS COMO RECURSO NO ENSINO BILÍNGUE." In I CONGRESSO DE EDUCAÇÃO, INTERDISCIPLINARIDADE E PRÁTICAS ESCOLARES. CEEINTER, 2025. https://doi.org/10.56579/eduinterpe.v1i2.2264.

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Este trabalho apresenta uma experiência interdisciplinar que utilizou podcasts como ferramenta educacional no ensino bilíngue de Ciências e Língua Inglesa para alunos do 7º ano do Ensino Fundamental em uma escola bilíngue de São Bernardo do Campo. Com base na abordagem CLIL (Content and Language Integrated Learning), o projeto explorou biomas globais e integrou o aprendizado de vocabulário técnico em inglês com a construção de conhecimento científico. Os podcasts promoveram um aprendizado significativo, desenvolvendo competências previstas na BNCC, como comunicação científica e uso crítico de
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Aryanti, Nurul, and Aria Septi Anggaira. "Language Learner Autonomy." In ICLIQE 2020: The 4th International Conference on Learning Innovation and Quality Education. ACM, 2020. http://dx.doi.org/10.1145/3452144.3453837.

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Quyen, Thach Thi. "Teacher and Peer Supports on EFL Learners’ Autonomy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.6.

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The role of teacher and peer autonomy support place great importance on boosting learners' autonomy. Meanwhile, the first agent enables students to gain the feeling of acceptance and confidence, the second one supports them to deal with challenging tasks. This current research was carried out to dip into such social agents on learners’ autonomy with three main objectives. The purpose of this study is to dip into such social agents on learners’ autonomy with three main objectives. Firstly, the role of teacher autonomy support was examined. Secondly, the role of peer autonomy support was also in
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Wallenius, Liisa, Taija Votkin, and Sofia Sevón. "DIGITAL PORTALS IN LANGUAGE LEARNING ENCOURAGING STUDENT AUTONOMY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1255.

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Stepanova, Natalia, Svetlana Reztsova, and Vera Grishenko. "EMPOWERING LANGUAGE LEARNER AUTONOMY VIA COOPERATIVE LEARNING STRATEGIES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1483.

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Yildirim, Ozgur. "THE RELATIONSHIP BETWEEN METACOGNITIVE LANGUAGE LEARNING STRATEGIES AND LEARNER AUTONOMY IN LANGUAGE LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2016.

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Timirbaeva, Guzel R. "Language learning strategies and their impact on learner autonomy." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644666.

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Lo Presti, Maria Vittoria. "Autonomy in language learning: a case study with Italian as a second language." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12963.

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The aim of this paper is to investigate the development of autonomy in learning Italian as a second language (L2). The analysis is based on the experience of the language advisor of the “Centro per l’Autoapprendimento” (CAP) of the Università Cattolica del Sacro Cuore (Milan) with sixteen foreign students. In the introduction, the usefulness of university self-access centres (SAC) is briefly introduced, and the CAP is presented. The second part of the article concerns the case study on sixteen foreign university students who participated in a didactic project on the development of the oral pro
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Reports on the topic "Language learning autonomy"

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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear
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Watanapokakul, Satita. A Development of a game-based supplementary e-learning program for english for veterinary profession I. Chulalongkorn University, 2016. https://doi.org/10.58837/chula.res.2016.52.

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In the era of globalization, gam-based learning is one of the options that teachers implement with the students both inside and outside the classroom. This study focuses on the role of edutainment at the tertiary level. The context is the teaching and learning of English for Veterinary Profession I (Eng Vet Prof I) for 2nd year students at Chulalongkorn University Language Institute (CULI) in Bangkok, Thailand. This course focuses on improving the students’ listening and speaking skills in the Veterinary field. In order to make the materials relevant and attractive to Net Gen learners, a game-
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