Relevant bibliographies by topics / Learner autonomy

Contents

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

Academic literature on the topic 'Learner autonomy'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Learner autonomy"

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Diao, Li Jing. "On Relationship between Teacher Autonomy and Learner Autonomy." Applied Mechanics and Materials 411-414 (September 2013): 2781–85. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2781.

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In the process of the development of learner autonomy, teachers play a very important role, even determining to some extent whether learner autonomy can be realized. However, there is a lack of strong finks in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. This article explores the relationships between teacher autonomy and learner autonomy in terms of autonomy theory and teaching application and formulates the opinions that teacher autonomy does have positive effects on learner autonomy to some extent and learners with autonomous learnin
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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.

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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an ex
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OUSSOU, Said. "Promoting Learner Autonomy." International Journal of Language and Literary Studies 2, no. 2 (2020): 156–67. http://dx.doi.org/10.36892/ijlls.v2i2.278.

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Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy
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Abdullah Alsmari, Nuha. "Learner Autonomy and Interlanguage Pragmatic Learning Strategies (IPLS) Use: A Gender-based Analysis in the Saudi EFL Context." Language Teaching Research Quarterly 42 (August 2024): 145–62. http://dx.doi.org/10.32038/ltrq.2024.42.09.

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This study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study sample consisted of 156 upper-intermediate Saudi EFL learners, comprising an equal distribution of 78 males and 78 females. Data were collected via a proficiency test, learner autonomy survey, and IPLS inventory. The results revealed significant gender-ba
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Mohammadi, Mohammad, and Ziba Mahdivand. "Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?" Center for Educational Policy Studies Journal 9, no. 1 (2019): 9. http://dx.doi.org/10.26529/cepsj.667.

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The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner a
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.

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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to
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Smith, R. "Learner autonomy." ELT Journal 62, no. 4 (2007): 395–97. http://dx.doi.org/10.1093/elt/ccn038.

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Benson, Phil. "Learner Autonomy." TESOL Quarterly 47, no. 4 (2013): 839–43. http://dx.doi.org/10.1002/tesq.134.

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Noviana, Nurul, and Priyatno Ardi. "INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM." Journal of English Educational Study (JEES) 3, no. 1 (2020): 10–20. http://dx.doi.org/10.31932/jees.v3i1.612.

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Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learne
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Yuliani, Yuyun, and Nenden Sri Lengkanawati. "PROJECT-BASED LEARNING IN PROMOTING LEARNER AUTONOMY IN AN EFL CLASSROOM." Indonesian Journal of Applied Linguistics 7, no. 2 (2017): 47. http://dx.doi.org/10.17509/ijal.v7i2.8131.

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In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Project-based learning promotes Learner autonomy in an EFL Classroom. It employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observati
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Dissertations / Theses on the topic "Learner autonomy"

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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.

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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the qu
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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.

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Tsang, Wai-yi Fiona. "Developing learner autonomy through self-access." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31676807.

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Tsang, Wai-yi Fiona, and 曾慧儀. "Developing learner autonomy through self-access." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676807.

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Maschmeier, Frank [Herausgeber]. "Learner Autonomy in the CLIL Classroom." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1187620335/34.

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Wei, Yi-Chun Sherri. "Understanding students' learner autonomy through practitioner research." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/38507/.

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This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after t
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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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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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Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.

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Rebenius, Inga. "Talet om learner autonomy : språkinlärning, autonomi och ett demokratiskt medborgarskap : ett gränsland till moralfilosofi /." Örebro : Pedagogiska institutionen, Örebro universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-961.

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Books on the topic "Learner autonomy"

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1955-, Benson Phil, and Toogood Sarah, eds. Learner autonomy. Authentik Language Learning Resources, 2002.

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Blidi, Soufiane. Collaborative Learner Autonomy. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2048-3.

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Staff and Educational Development Association., ed. Developing learner autonomy. Staff and Educational Development Association, 1994.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall, 1991.

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Wenden, Anita. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Prentice Hall, 1991.

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Lamb, Terry, and Hayo Reinders, eds. Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.

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Palfreyman, David, and Richard C. Smith, eds. Learner Autonomy across Cultures. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230504684.

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Anita, Szabó, ed. Learner autonomy: A guide to developing learner responsibility. Cambridge University Press, 2000.

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Schwienhorst, Klaus. Learner autonomy and CALL environments. Routledge/Taylor & Francis Group, 2008.

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Book chapters on the topic "Learner autonomy"

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Jacobs, George M., Willy A. Renandya, and Michael Power. "Learner Autonomy." In Simple, Powerful Strategies for Student Centered Learning. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25712-9_3.

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Benson, Phil. "Learner autonomy." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-29.

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La Ganza, William. "Learner autonomy – teacher autonomy." In Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.08la.

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Blidi, Soufiane. "Learner Autonomy—An Overview." In Collaborative Learner Autonomy. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_1.

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Blidi, Soufiane. "Learner Autonomy and the MENA Region Context." In Collaborative Learner Autonomy. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_2.

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Blidi, Soufiane. "Gradual Development of Learner Autonomy." In Collaborative Learner Autonomy. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_3.

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Blidi, Soufiane. "Learner Autonomy and the CLA Perspective." In Collaborative Learner Autonomy. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_4.

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Blidi, Soufiane. "Conclusion." In Collaborative Learner Autonomy. Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2048-3_5.

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Lamb, Terry. "Learner autonomy and teacher autonomy: Synthesising an agenda." In Learner and Teacher Autonomy. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/aals.1.21lam.

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Siegel, Joseph P. "Learner Development Through Listening Strategy Training." In Realizing Autonomy. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230358485_6.

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Conference papers on the topic "Learner 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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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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C. Conwi, Lord Joseas, Elise Julyanna L. Santos, Caryll C. Cervillon, Ceinwen Rane C.Co, Ralph Mackenzie G. Molina, and Nivashini Jothika DC. Rao. "Academic Anxiety and Its Mediation on Self-Efficacy and Learners’ Autonomy Among High School Students." In 2nd International Conference on Education, Teaching and Learning 2023. iConferences (Pvt) Ltd, 2024. http://dx.doi.org/10.32789/tel.2023.1005.

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Abstract: Students lives revolved around deadlines, pressure, and success. Although, the complexity of student’s experiences varies from one context to another, it is imperative for educators to determine the desired learning needs of the students. This study aimed to examine whether academic anxiety mediates the relationship between self-efficacy and learners’ autonomy among Philippines High School Students. The participants in this study included 200 participants from De La Salle Medical and Health Science Institute. This study utilized predictive cross-sectional design and mediation model.
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Faxriyeva, Dilorom. "IMPROVING LEARNER AUTONOMY VIA ONLINE TASKS FOR B1 LEARNERS." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.22.

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The current article investigates the urgency, actuality and assessing the effect of online learning activities on the academic achievements of students who took part in a blended learning program, with a particular emphasis on skill-based courses. Typically, a student's learning outcomes are evaluated based on their attained scores, knowledge, or skills throughout the course. In blended learning programs, the learning outcomes can be evaluated based on various criteria. The study focuses on interactive activities, such as teacher-student interactions, that were used to evaluate the learning ou
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Wedawati, Mamik T., Galih Wibisono, Subandi, and Urip Z. Fanani. "Learner Autonomy in Mandarin Class." In International Joint Conference on Arts and Humanities (IJCAH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.174.

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Porubin, Lilia. "Learner autonomy and personalized learning in the 21st century." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v2.45.

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This article explores the growing significance of learner autonomy in modern education, highlighting its essential role in fostering self-directed, self-motivated, and self-regulated learners. It emphasizes how personalized learning, tailored to individual needs and abilities, supports the development of learner autonomy by enabling students to take ownership of their educational journey. The article examines the historical context of learner autonomy, its integration with personalized learning strategies, and the benefits it offers in terms of engagement, critical thinking, and lifelong learn
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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.202.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.309.

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Ningsih, Sulistia. "Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.98.

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Reports on the topic "Learner 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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Slater, Justin. Introduction to Bayesian Modelling using RStan (Free Seminar). Instats Inc., 2025. https://doi.org/10.61700/1falmp59ogop21675.

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This seminar provides a comprehensive introduction to Bayesian analysis using R and RStan, with applications in biostatistics and epidemiology. Participants will learn to formulate and implement custom Bayesian models, building their autonomy when applying these methods to their own statistical problems.
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Gupte, Jaideep, Sarath MG Babu, Debjani Ghosh, Eric Kasper, and Priyanka Mehra. Smart Cities and COVID-19: Implications for Data Ecosystems from Lessons Learned in India. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/sshap.2021.034.

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This brief distils best data practice recommendations through consideration of key issues involved in the use of technology for surveillance, fact-checking and coordinated control during crisis or emergency response in resource constrained urban contexts. We draw lessons from how data enabled technologies were used in urban COVID-19 response, as well as how standard implementation procedures were affected by the pandemic. Disease control is a long-standing consideration in building smart city architecture, while humanitarian actions are increasingly digitised. However, there are competing city
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Gupte, Jaideep, Sarath MG Babu, Debjani Ghosh, Eric Kasper, Priyanka Mehra, and Asif Raza. Smart Cities and COVID-19: Implications for Data Ecosystems from Lessons Learned in India. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/sshap.2022.004.

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This brief distils best data practice recommendations through consideration of key issues involved in the use of technology for surveillance, fact-checking and coordinated control during crisis or emergency response in resource constrained urban contexts. We draw lessons from how data enabled technologies were used in urban COVID-19 response, as well as how standard implementation procedures were affected by the pandemic. Disease control is a long-standing consideration in building smart city architecture, while humanitarian actions are increasingly digitised. However, there are competing city
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Gupte, Jaideep, Sarath MG Babu, Debjani Ghosh, Eric Kasper, Priyanka Mehra, and Asif Raza. Smart Cities and COVID-19: Implications for Data Ecosystems from Lessons Learned in India. SSHAP, 2021. http://dx.doi.org/10.19088/sshap.2021.012.

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This brief distils best data practice recommendations through consideration of key issues involved in the use of technology for surveillance, fact-checking and coordinated control during crisis or emergency response in resource constrained urban contexts. We draw lessons from how data enabled technologies were used in urban COVID-19 response, as well as how standard implementation procedures were affected by the pandemic. Disease control is a long-standing consideration in building smart city architecture, while humanitarian actions are increasingly digitised. However, there are competing city
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Koh, Koon Teck, Ying Hwa Kee, Jia Yi Chow, and Martin Camire. The use of information communication and technologies tools to maximise students' learning in physical education in Singapore schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22667.

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With the Ministry of Education’s (MOE) focus on using ICT in resourceful and innovative ways to improve teaching and learning (MOE, 2014), PE teachers should be trained and equipped with strategies to create environments where students are given more autonomy to decide ‘what’ to learn and ‘how’ to learn, according to students’ ability to use Information Communication and Technologies (ICT). For example, making available e-learning materials related to the lesson before and after the class affords students opportunities to learn more readily on their own than when these materials are absent. Us
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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