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Learner Autonomy and Web 2.0 (Paperback)
Loot Price: R814
Discovery Miles 8 140
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Learner Autonomy and Web 2.0 (Paperback)
Series: Advances in Call Research and Practice
Expected to ship within 12 - 17 working days
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The advent of networked digital technologies, in enabling language
learners to collaborate and create content online, has given rise
to new ways in which learners are able to express their autonomy.
Learner Autonomy and Web 2.0 explores tensions between the
"classical" definitions of learner autonomy and the learning
dynamics observed in specific online contexts. Some of the
contributions argue for the emergence of actual new forms of
autonomy, others consider that this is merely a case of "old wine
in new bottles." In this volume, autonomy is seen as emerging and
developing in a complex relationship with L2 proficiency and other
competencies. The volume takes an expansive view of what is meant
by Web 2.0 and, as a result, a wide diversity of environments is
featured, ranging from adaptive learning systems, through mobile
apps, to social networking sites and - almost inevitably - MOOCs.
Paradoxically, autonomy is seen to flourish in some quite
restricted contexts, while in less constrained environments
learners experience difficulty in dealing with a requirement to
self-regulate. Individual chapters run the gamut of age groups,
learning activities and online environments.The stage for all of
them is set by an exchange in which David Little and Steve Thorne
discuss the evolution of the concept of language learner autonomy,
from its origins in the era of self-access resource centres to its
more recent instantiations in online (and offline) learning
communities. Subsequent contributors include an exploration how
autonomy can be exercised even within the constraints of adaptive
learning systems, a discussion of the metacognitive operations
engaged in by autonomous adult learners in a French/Australian
teletandem exchange, a look at an ecological paradigm of autonomy
to conceptualise its emergence in relation to the use of mobile
apps by primary- and secondary-level language learners in Canada, a
study of how learner autonomy with a markedly social and empathic
dimension drives collaboration in a Facebook-based collaborative
writing project, a study of the autonomy stances adopted by
different groups of learners using the Busuu online language
exchange platform, an analysis of the difficulties encountered by a
group of trainee language teachers in engaging with a range of
language MOOCs and finally a study of how autonomy is experienced
by advanced learners of English with a preference for online
informal learning based on gaming and streamed video.
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