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This book seeks to expand the research agendas on autonomy in
language learning and teaching in diverse contexts, by examining
the present landscape of established studies, identifying research
gaps and providing practical future research directions. Based on
empirical studies, it explores research agendas in five emerging
domains: language learning and teaching in developing countries;
social censure and teacher autonomy; learner autonomy and groups;
learner autonomy and digital practice; and finally, learner
autonomy and space. In doing so, it sheds new light on the impact
of digital media, group dynamics and the application of ecological
perspectives on learner autonomy. The contributors present a novel
reconsideration of new learning affordances, and their discussion
of spatial dimensions provides much needed expansion in the field.
This book will have international appeal and provide an invaluable
resource for students and scholars of second language learning and
higher education, as well as teacher educators. Chapter 2 of this
book is open access under a CC BY 4.0 license via
https://link.springer.com/content/pdf/10.1057%2F978-1-137-52998-5_2.pdf.
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