20 years of autonomy and technology : how far have we come and where to next?

Reinders, Hayo; White, Cynthia

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Date
2016-06-01
Citation:
Reinder, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), pp.143-154. Retrieved from http://llt.msu.edu/issues/june2016/reinderswhite.pdf
Permanent link to Research Bank record:
https://hdl.handle.net/10652/3552
Abstract
Learner autonomy has become an assumed goal of language education in many parts of the world. In the 20 years since the launch of Language Learning & Technology, the relationship among computer-assisted language learning research and practice and autonomy has become both more complex and more promising. This article traces how the two fields have developed, how they have informed each other, and how they are now transforming our understanding of language learning and teaching.
Keywords:
learner autonomy, language learning strategies, learner attitudes, social context, autonomous student learning, independent student learning, CALL (computer-assisted language learning)
ANZSRC Field of Research:
130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori), 130306 Educational Technology and Computing
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Copyright: © Hayo Reinders & Cynthia White
Available Online at:
http://llt.msu.edu/issues/june2016/reinderswhite.pdf
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This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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