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Dissertations / Theses on the topic 'Language learning autonomy'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

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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2

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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11

Ogawa, Kyoko. "EFL learner autonomy and unfamiliar vocabulary learning." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/174127.

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CITE/Language Arts<br>Ed.D.<br>The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985) Self-Determination Theory (SDT), I sought to investigate and describe L2 learner autonomy and how an educational intervention influences it. The SDT conceptualizing human motivation for learning as existing on a continuum from extrinsic to intrinsic motivation provides ways of measuring learner autonomy and a rationale for educational interventions for developing it. First, Japanese adult EFL learners' characteristics were described

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12

Turk, Deborah, and n/a. "Improving the process? A study of learner autonomy, interaction & technology-enhanced language-learning environments." University of Canberra. Languages & International Education, 2005. http://erl.canberra.edu.au./public/adt-AUC20060809.131915.

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Is it possible for technological �spaces� to be created that can provide a community atmosphere � one in which learners are not restrained by pre-determined syllabi and have the ability to direct their learning according to their own interests, pace and goals? If so, it would be notable to discover which kinds of interactions might be possible, or might eventuate, and how the participants in such a learning �space� would organize themselves. Also of interest would be the kinds of power structures that emerged through participant interaction, the direction/interactions undertaken by the partici

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Anderson, Victoria. "Language Learner Autonomy: Both Sides of the Coin : A study of EFL teachers' and students' perceptions of autonomy in Spain." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122476.

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Learner autonomy has become the latest buzzword in the world of EFL pedagogy and practice, but what do contemporary practitioners and learners of EFL understand by learner autonomy, what do they believe it is, and do they consider it to be valuable? The purpose of this mixed-methods study in Spain is to garner teacher and student perceptions of this popular notion – to identify and compare their beliefs and understandings of autonomous learning and learners within the Spanish EFL context. Specifically, we are focused upon a comparative interpretation of the desirability and feasibility of auto

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D'ARCY, HERNÁNDEZ LIZA HELGA. "Intercultural communication in foreign language learning and retention in online learning." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/67692.

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[EN] Despite the vast research into motivation in traditional Foreign Language Learning (FLL) environments, there has been little done into retention for online FLL. There are many factors that influence retention in online FLL environments and this thesis' original contribution to knowledge was to study the most important aspects for that context. Thus the objectives of this study are to explore the co-existence and interconnectedness between peers, students' indications of autonomous behaviour and the significance of relevance for continuity within a distant / online learning environment and

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Mose, Patrick O. "A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274.

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Al, Ghazali F. A. M. "Learner autonomy in the UAE context : an investigation of students' beliefs and conceptions of autonomy in learning English language." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/27371/.

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This study investigates the beliefs of United Arab Emirates (UAE) secondary school students about autonomy in learning English. Given the extreme language diversity in the UAE, it is imperative that Emirati citizens excel in English due to its position as the lingua franca of the business and social segments. In second language learning, autonomy is presented as a promising learning construct associated with effective learning (Little, 1999). It is also seen as a multi-faceted theme with psychological and philosophical ramifications, which does not exist in one form or degree (Benson and Lor,

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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

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Damio, Siti Maftuhah. "Seeking Malay trainee English teachers' perceptions of autonomy in language learning using Q methodology." Thesis, University of Nottingham, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594590.

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Greater learner autonomy has, in recent decades, become recognised as a worthy goal in the field of foreign language learning. However, it is difficult to find a consensus view in the literature concerning the definition of the concept. One area of debate is the extent to which autonomy in language learning (ALL) is universally applicable, or whether versions of autonomy exist which are defined culturally or contextually. To attempt to address this debate, a study was carried out in the specific context of Malaysian higher education. The subjects were four cohorts. totalling 31 participants, o

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Wongphothisarn, Janchai. "An Investigation into Thai EFL University Teachers and Students Perceptions towards Language Learning Autonomy." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499604.

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Chavali, Nalini. "Evaluating an independent learning programme at tertiary English language centre in Hong Kong: implicationsfor the theory and practice of autonomy in learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47228684.

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The literature on autonomy in language education has primarily focused on the development of a theoretical basis for the construct of autonomy and the implementation of educational initiatives aimed at fostering it. Research on the efficacy of autonomous learning has examined the more accessible aspects such as self-access learning and a range of factors that influence its development. Comparatively speaking, the evaluation of autonomous learning initiatives remains on the peripheral limits of research in the field. This study was aimed at addressing this perceived gap in the literature. I

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Nguyen, Thi Cam Le. "Learner autonomy and EFL learning at the tertiary level in Vietnam : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1203.

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Yannuar, Nurenzia. "Exploring Learners' Autonomous Abilities in Blogs Designed for Independent Learning." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275668497.

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Mutlu, Arzu. "The Role Of Call In Promoting Learner Autonomy." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610274/index.pdf.

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In this study, four aspects of learner autonomy within the context of CALL were investigated so as to find out whether CALL environments contribute to the development of learner autonomy. Two groups of students, in total 48 preparatory school students, at intermediate level in the Department of Foreign Languages at a private university in Ankara were chosen to take part in the study. First&rsquo<br>the students&rsquo<br>language learning strategy use was explored. Then, only one group of students was given a five-week language learning strategy training through CALL. During the training, their

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Hurd, Stella. "Second language learning at a distance : metacognition, affect, learning strategies and learner support in relation to the development of autonomy." Thesis, Open University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523947.

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This work is based on nine articles, two book chapters and one set of conference proceedings published between 1998 and 2007 on independent language learning in universities. I also refer to papers I have published that are concerned exclusively with language learning and teaching in adult education in order to contextualise my research. The publications selected for this work chart my evolution as a researcher and teacher, moving from a conventional adult education setting to self-access in a new university and finally distance learning at the Open University, UK. At each stage of this educat

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Ruiz, Madrid Maria Noelia. "Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context." Doctoral thesis, Universitat Jaume I, 2005. http://hdl.handle.net/10803/10440.

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This dissertation investigates the relationship between Computer-Assisted Language Learning (CALL) and language-learning approaches. In this sense, Language Learning Autonomy (LLA) seems to be the most preferred candidate by researchers in order to become the suitable approach in order to make the most out of technology (Blin, 1999; Little, 2001; Littlemore, 2003; The European Directorate General of Education and Culture, 2003; sanz, 2003; Villanueva, 2003). The increasing research on this specific field and the theoretical reflections derived from it over the last decade constitutes the frame

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Yeung, Yim-king. "The Impact of the process approach to the teaching and learning of writing on the development of learner autonomy in writing in the secondary school classroom in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508695.

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Chuk, Yim-ping Joanne, and 祝艷萍. "Learning to teach, teaching to learn: a longitudinal study of student teachers' autonomous development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4401417X.

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Mok, Kwan-tei Monica. "A case study of the implementation of autonomous learning in English and Chinese language studies in a local private secondary school." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31650818.

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Aljehani, Mona Ali M. "Learning to teach languages : an exploratory study of student language teachers' beliefs and their relationship to learner and teacher-as-learner autonomy." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566683.

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Sanprasert, Navaporn. "The application of a course management system to enhance autonomy in learning English as a foreign language." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493074.

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The present study investigates the extent to which learner autonomy can be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose of this study was to identify whether there is evidence that such an intervention brings about changes in the students' perception and practice in relation to their autonomous learning.

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Zecchinato, Aurora <1997&gt. "Distance Learning and Learner autonomy: a case study on the WAATI virtual program of Italian language assistants." Master's Degree Thesis, Università Ca' Foscari Venezia, 2022. http://hdl.handle.net/10579/21283.

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In the last decade many studies have focused on learner autonomy and its role within the language classroom environment. At the same time, in the last couple of years the Covid-19 health emergency forced many countries all over the world to distance and online learning, with a resulting rediscovery of tools and systems functional for the distance education domain. Up to now, some studies have explored the relation between learner autonomy and distance learning, but the number is still limited. As far as post-pandemic research on this matter is concerned, there is no investigation focusing on t

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Wu, Manfred Man Fat. "A study of the metacognitive language-learning strategy use and language-learning style preferences of English L2 learners at a vocational education institute in Hong Kong." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/8667.

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This study identifies the relationship between preferred metacognitive language-learning strategies (MCLLSs) and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. Quantitative data were collected from 192 survey respondents and qualitative data from 8 interview participants. With regard to MCLLSs, the quantitative data reveal a medium to high use among learners, with Finding out about language learning, Self-monitoring and Paying attention identified as the most frequently used MCLLSs; with regard t

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Danuwong, Chayada. "The role of metacognitive strategies in promoting learning English as a foreign language independently." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/59.

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One of the challenges facing universities in Thailand is that of equipping graduates with the capacity for independent analytical thinking and learning which will enable them to operate in a global context while also contributing constructively to the changing needs of the local scene. The ability to think analytically and to learn independently calls for learners to be purposeful, strategic, and persistent in learning as well as to have more adaptive cognitive processes and the willingness to take charge of their learning. This is the role of metacognition in learning autonomy across domains.

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Williams, Veronika A. "An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612136.

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The concept of learner autonomy (LA) in second/foreign language education has been the central focus for many researchers (Benson, 2007, 2011, 2013; Holec, 1981; Gu & Nguyen, 2013; Little, 2007, 2009 and others) and has become a part of mainstream practice of language education in some educational contexts; however, there is still a high interest in researching language learner autonomy and ways to foster it. Partially, this renewed interest is due to advances in technology and pedagogy such as self-access centers, distance learning, blended learning and Computer Assisted Language Learning (C

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Le, Quynh X. "Fostering learner autonomy in language learning in tertiary education : an intervention study of university students in Hochiminh City, Vietnam." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/13405/.

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Learner autonomy is widely recognised as a desirable goal in tertiary education as it is found to comply with learner-centred approaches and enable students to pursue life-long learning (Sinclair, 2000a; Ciekanski, 2007). In language teaching and learning literature, it has become the main interest of researchers and practitioners who believe that learner autonomy can enhance students’ chance for success in learning a language. A great amount of research has been done to investigate various ways to foster learner autonomy in language teaching around the world (e.g., Benson, 2001; Breeze, 2002;

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Thurman, John P. "THE INTERACTION OF TOPIC CHOICE AND TASK-TYPE IN THE EFL CLASSROOM." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/13300.

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CITE/Language Arts<br>Ph.D.<br>This study was an examination of the effect that three levels of topic choice (no choice, limited choice, and complete choice) would have on students' Task Interest and Task Self-efficacy (Study 1, 78 participants), and on three aspects of students' oral output: Accuracy, Complexity, and Fluency (Study 2, 42 participants in 21 pairs). Also examined were the effects that three types of tasks (descriptive, narrative, and decision-making) exerted on these five variables. Data were collected using a questionnaire for Study 1 and recording the participants' conversati

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Jiang, Xiaoli. "Constructing concepts of learner autonomy in language education in the Chinese context : a narrative-based inquiry into university students' conceptions of successful English language learning." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/4115/.

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The present study aims to explore Chinese learners' conceptions of learner autonomy from learners' perspective since researchers in language education argue that concepts of learner autonomy may bear cultural imprints and recent college English language education reform in China sets learner autonomy as a prime goal. The study first presents general background and an introduction to the research context. There follows a comprehensive literature review, tracking origins of the concept of learner autonomy in the fields of philosophy, general education, and language education, with distinctive 'W

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Wallace, Lara R. "International Teaching Assistants' (ITA') Experiences with Language Learning, Learner Autonomy, and Technology as Students in a Requisite Oral Communication Course." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416569655.

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Welch, Mary Ellen. "An Exploration of the Technology-Based Learning Environment in Middle Grades English/Language Arts Instruction and Its Impact on Learner Autonomy." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3703047.

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<p> As student learners become exposed to more technology, they drive change in their learning environments. The United States Department of Education and Georgia Department of Education responded with national and state technology plans to better support the Digital Natives of this century. Local school districts and schools equipped educators in this study through portable and mobile tablet/laptop carts, student response devices, data/video projectors, and/or interactive TVs/white boards. In this multisited, multiple case study, three middle grades English/Language Arts educators honored con

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Chen, Chen. "Learning English as a Foreign Language in an Online Interactive Environment: A Case Study in China." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20388.

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This case study is designed to examine Chinese university students’ English as a foreign language (EFL) learning in an online interactive context. Investigation focused on the students’ perceptions of and engagement in EFL learning that occurred in a technology-supported context. Informed by the sociocultural theory, four theoretical constructs: learner autonomy, interactive learning, Zone of Proximal Development (ZPD) and scaffolding, form the theoretical framework to investigate Chinese university students’ EFL learning in a Computer-Assisted Language Learning (CALL) context. This theoretica

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Ostrowska, Sabina Anna. "Implementing learner independence as an institutional goal : teacher and student interpretations of autonomy in learning English." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/22308.

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This thesis explores how learner independence was implemented as a curricular goal at a tertiary level Preparatory Programme (PP) in the United Arab Emirates. This exploratory-interpretive case study shows how students and teachers at the English programme responded to an Independent Learning Log (ILL) and how they interpreted learner autonomy with respect to the ILL. The study analyzes how various interpretations of autonomy affected the students’ and teachers’ attitudes towards the ILL. The interviews and the surveys used in this study were conducted between 20122014. The data was examined u

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Hamilton, M. L. J. "Autonomy, foreign language learning and technology : a study of the use of a virtual learning environment by a class of advanced level adult EFL learners in Mexico." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603614.

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This is the study of the use of a virtual learning environment (VLE) by a class of advanced level, EFL, adult learners at a university in Mexico. The intervention adopted a two stranded approach to the use of the VLE. The first strand integrated the VLE into the students’ weekly computer room lesson, a blended learning approach, which enabled an examination of learners’ perceptions and use of the VLE and an analysis of the nature of the relationship between autonomy and technology within the construct of the classroom. The second strand provided resources, independent of the blended learning V

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Wachidah, Siti. "EFL learning autonomy and output planning: a case in a Javanese-dominated general high school (sekolah menengah umum) in Indonesia." Thesis, The University of Sydney, 2001. https://hdl.handle.net/2123/27802.

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There are suggestions that learners whose classroom behaviour demonstrates uncritical submission to the teacher’s instruction as well as passive participation in the process of learning in the setting, in which case Javanese learners may be included in the category, will be resistant toward the adoption of language learning autonomy (in the sense of conducting responsible learning) for their EFL learning at school. This assumption seems to be problematic, in that, the arguments are mostly formed on the basis of (1) a concept of autonomy as a fiJlly self-governed behaviour, which is cert

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Bott, Ann-Marie Krueger. "Computer-Aided Self-Access Pronunciation Materials Designed to Teach Stress in American English." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd903.pdf.

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Chan, Man Fei Carol. "'Learning to learn' in reality : an investigation of the fostering of learner autonomy in the English classrooms in Hong Kong secondary schools." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/569.

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Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-165292.

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Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication

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Pessoa, Eder Gomes. "Potencialidades de objetos de aprendizagem em repositÃrio digital para o ensino da lÃngua inglesa." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16550.

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nÃo hÃ<br>Esta pesquisa tem como objetivo analisar os Objetos de Aprendizagem criados para o ensino de lÃngua inglesa/LE disponÃveis no repositÃrio BIOE com o intuito de verificar se esses OA podem ser classificados como Objetos de Aprendizagem de LÃnguas e, desse modo, podem ser usados como recursos que desenvolvam a CompetÃncia Comunicativa. Buscamos ainda, evidenciar e descrever se esses Objetos, sejam OA ou OAL, incorporam caracterÃsticas de interatividade e de uma aprendizagem individualizada. Para essa anÃlise, utilizamos uma adaptaÃÃo do instrumento criado por Borges (2006) que foi dese

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Kostina, Marina V. "Exploration of student perceptions of autonomy, student-instructor dialogue and satisfaction in a web-based distance Russian language classroom: a mixed methods study." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1003.

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The purpose of this mixed methods study was to explore the relationship between autonomy, student-instructor dialogue, and student satisfaction within a web-based distance Russian language course. Forty six (46) students from two US higher education institutions participated in this study. Using an Exploratory Model with the elements of an Explanatory Model (Creswell & Plano Clark, 2007), the qualitative and quantitative data were collected at the middle and at the end of the course to provide thorough investigation of the three variables, to reveal their interactions with each other, and to d

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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.

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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.<br>Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необ

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McMurry, Benjamin L. "Self-Access Centers: Maximizing Learners' Access to Center Resources." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd966.pdf.

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