This volume brings together two prominent strands in second
language acquisition theory and research: the concept of learner
autonomy and computer-assisted language learning (CALL). Learner
autonomy supports learners in becoming more reflective and
communicative and in experimenting with language and language
learning. CALL environments offer more and qualitatively different
opportunities for learner autonomy than the traditional language
classroom. This book offers researchers a starting point into
researching learner autonomy in CALL contexts and offers teachers
practical advice on chances and pitfalls in realizing learner
autonomy goals in the CALL-supported classroom.
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