This volume seeks to foster the development of teacher and learner
autonomy in language learning in higher education. It pools the
insights and experiences of a group of international researchers
who present their reflections and research on different aspects of
autonomy and related issues. Although autonomy is acknowledged as
one of the main goals of education, in higher education the need
for accountability and standardisation of learning outcomes may
constitute external limitations to its development. In order to
overcome teaching traditions and mainstream academic culture,
teachers may need to reorient themselves and face the challenge of
a substantial change involving their own and their learners'
beliefs, their practice and their role in the institution.
General
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