About me | Books | CALL | Autonomy | SLA | Hire me | Contact
 


Below you can read and search through the learner autonomy bibliography. There are currently over 1,700 references. You can also add your own references such as journal articls, books and book chapters, but also conference proceedings and other types of publications. If you have any questions or if you find any errors in the list, please contact me so that I can make the necessary changes.
Download the whole list
Find Reference
Add New Reference
RSS feed for new references
A

Aagård, R. & St. John, O. (2003). Home and horizon. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (107-128). Frankfurt am Main: Peter Lang.

Aagård, R. & St. John, O. (2003). Learner autonomy in speaking skills development. In K. van Esch and O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (107-128). Frankfurt am Main: Peter Lang.

Aagård, R., Deeg, H. & Jover, G. (2003). Learner autonomy in developing writing skills. In K. van Esch and O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (208-228). Frankfurt am Main: Peter Lang.

Aase, L. (2003). Cultural competence: a basis for participation in society. In D. Little et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (185-197). Dublin: Authentik.

Abe, E. (2003). Changing attitudes: Fluency-focused speaking practice. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.
http://www.miyazaki-mu.ac.jp/%7Ehnicoll/learnerdev/aya/AyaTOC.html

Abercrombie, M. L. J. (1981). Changing basic assumptions about teaching and learning. In D. Boud (Ed.), Developing student autonomy in learning (5th ed.) (pp. 38-54). London: Kogan Page.

Abraham, R. & Vann, R. (1987). Strategies of two language learners: A case study. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning. London: Prentice Hall.

Abrams, Z. I. (2001). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System, 29(4), 489-503.

Abé, D. (1994). Implementing a support system for language learning in a resource centre on an industrial site. In E. Esch (Ed.), Self-access and the adult language learner (108-116). London: CILT.

Abé, D. (1995). Organiser l'apprendre en milieu industriel: le centre de ressources de l'entreprise. Mélanges Pédagogiques, 22.

Abé, D. & Gremmo M. J. (1981). Apprentissage auto-dirigé : quand les chiffres parlent. Mélanges Pédagogiques 12. Université de Nancy 2: CRAPEL.

Abé, D., Carton, M., Cembalo, S. M. & Régent, O. (1979). Didactique et authentique : du document à la pédagogie. Mélanges Pédagogiques 10. Université de Nancy 2: CRAPEL.

Abé, D., et al. (1985). Aspects of autonomous learning. In P. Riley (Ed.), Discourse and learning (248-282). London: Longman.

Abé, D., Henner-Stanchina, C. & Régent, O. (1978). Apprentissage de l'expression orale en autonomie : Implications de l'approche fonctionnelle’ Mélanges Pédagogiques 9. Université de Nancy 2: CRAPEL.

Abé, D., Henner-Stanchina, C. & Smith, P. (1975). New approaches to autonomy: Two experiments in self-directed learning'. Mélanges Pédagogiques. Université de Nancy 2: CRAPEL.

Adams, J. (2003). Diversity and the place of foreign language learning on the school curriculum. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Ager, D., Clavering, E. & Galleymore, J. (1980). Assisted self-tutoring in foreign languages at Aston. Recherches et Echanges, 5(1), 16-29.

Alanen, R. (2003). A sociocultural approach to young language learners beliefs about language learning. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (55-86). Dordrecht: Kluwer.

Albero, B. (2001). Les “Espaces Langues”: Un potential d’évolutions des pratiques d’enseignement et de pratiques d’apprentissage. Les Langues Modernes, 2, 76-84.

Albero, B. (2003). Autoformation et enseignement supérieur. Paris: Hermès.

Aldred, D. (1995). Introducing self-access to Hong Kong teenagers: the IELP experience. Independence, 12.

Aldred, D. & Williams, G. (2000). The need for a focused approach: A case study. Links & Letters, 7 (Universitat Autónoma de Barcelona).

Allan, M. (1997). Assisting autonomous performance. Prospect, 12(3), 4-14.

Allen, L. (1996). The evolution of a learner’s beliefs about language learning. Carleton Papers in Applied Linguistics, 13, 67-80.

Allen, R. T. (1992). The education of autonomous man. Aldershot: Avebury.

Allwright, D. (1990). Autonomy in language pedagogy. CRILE working paper 6. Centre for Research in Language Education: University of Lancaster.

Allwright, R. L. (1979). Abdication and responsibility in language teaching. Studies in Second Language Acquisition, 2, 105-121.

Allwright, R. L. (1982). Perceiving an pursuing learners' needs. In M. Geddes & G. Sturtridge (Eds.), Individualisation (24-31). London: Modern English Publications.

Allwright, R. L. (1984). Why don't learners learn what teachers teach? The interaction hypothesis. In D. M. S. Singleton & D. G. Little (Eds.), Language learning in formal and informal contexts (3-18). Dublin: Irish Association for Applied Linguistics.

Allwright, R. L. (1988). Autonomy and individualization in whole-class instruction. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (35-44). ELT Documents, 131. London: Modern English Publications and the British Council.

Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280.

Altman, H. B. (1972). Individualizing the foreign language classrooms. Rowley, Mass: Newbury House.

Altman, H. B. & James, C. V. (1980). Foreign language teaching: Meeting individual needs. Oxford: Pergamon.

Altman, H. B. & Politzer, R. (1971). Individualizing foreign language instruction. Rowley, Mass: Newbury House.

Altshul, L. A. (2001). Advising by email. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (16-170). London: Centre for Information on Language Teaching and Research.

Amaro, J. (2002). Negotiating evaluation in the classroom. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Anderson, H. , Reinders, H. & Jones-Parry, J. (2004). Self-access: Positioning, pedagogy and direction. Prospect, 19(3), 15-26.

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and testing. Modern Language Journal, 75(4), 460-472.

Aoki, N. (1999). Affect and the role of teacher in the development of learner autonomy. In J. Arnold (Ed.), Affect in language learning (pp.142-154). Cambridge: Cambridge University Press.

Aoki, N. (2001). Kyooshi no yakuwari (Teacher’s roles). In N. Aoki, A. Ozaki & S. Toki (Eds.), Nihongo Kyooikugaku o Manabu Hito no tame ni (For students of JSL pedagogy) (pp.184-199), Kyoto: Sekaishisoosha.

Aoki, N. (1998). Examining definitions of learner autonomy. Osaka University Japanese Language Research, 10.

Aoki, N. (2001). The institutional and psychological context of learner autonomy. The AILA Review, 15, 82-90.

Aoki, N. (2002). Aspects of teacher autonomy: capacity, freedom, and responsibility. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (110-124). Dublin: Authentik.

Aoki, N. (2002). Teachers’ conversation with partial autobiographies. Hong Kong Journal of Applied Linguistics, 7(2), 152-168.

Aoki, N. (2003). Expanding space for reflection and collaboration. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Aoki, N. & Hamakawa, Y. (2003). Asserting our culture: Teacher autonomy from a feminist perspective. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (240-253). Basingstoke: Palgrave Macmillan.

Aoki, N. & Smith, R.C. (1999). Learner autonomy in cultural context: The case of Japan. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (19-28). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Apple, M. & Beane J. (1999). Democratic schools. Buckingham, U.K: Open University Press.

Armanet, C. M. & Obese-Jecty, K. (1984). Autonomy and the teaching of English at the University of Technology of Compeigne. IRAL, 22(4), 130-136.

Arthur, L. & Hurd, S. (2001). Supporting lifelong language learning. Theoretical and practical approaches. London: CILT.

Aspin, D. (1997). Autonomy education and the formation of democratic relationships between ‘experts’ and ‘ordinary’ citizens. In D. Bridges, Education, autonomy and democracy citizenship (pp. 248-260). London: Routledge.

Assinder, W. (1991). Peer-teaching, peer-learning: one model. ELT Journal, 45(3), 218-229.

Aston, G. (1993). The learner's contribution to the self-access centre. ELT Journal, 47(3), 219-227.

Aston, G. (1997). Involving learners in developing learning methods: exploiting text corpora in self-access. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (204-214). London: Longman.

Atherton, B. (1980). Adapting spaces for resource-based learning. London: Centre for Educational Technology.

Atkins, K. (2005). Self and subjectivity. Oxford: Blackwell.

Attwell, G. (2007). Personal learning environments - The future of eLearing? eLearning Papers, 2(1), 1-8.
www.elearningpapers.eu

Auerbach, E. R. (1995). The politics of the ESL classroom: issues of power in pedagogical choices. In J. W. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). Cambridge University Press.

author (2000). test123. test456, 1(1), 1-1.
url
add

http://www.finchpark.com/arts/autonomy/
Autonomy: Where are we? Where are we going?’. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (pp. 15-42). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

B

Bachman, L. F. & Palmer, A. S. (1982). The construct validation of some components of communicative proficiency. TESOL Quarterly, 16, 449-465.

Bachman, L. F. & Palmer, A. S. (1989). The construct validation of self-ratings of communicative language ability. Language Testing, 6, 14-29.

Bagnall, R. G. (1987). Enhancing self-direction in adult education: a possible trap for enthusiasts. Discourse: the Australian Journal of Educational Studies, 8(1), 90-100.

Bailly, S. (1995). La formation de conseiller. Mélanges Pédagogiques, 22. Université de Nancy 2: CRAPEL.

Bailly, S. & Ciekanski, M. (2006). Learning as Identity in Practice: the Role of the Learner-Advisor Relationship in Supported Self-directed Learning Structure. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Bailly, S. & Petitdemange, G. (1990). Construire son apprentissage: Compte-rendu d'une expérience d'auto-apprentissage avec soutien en anglais pour des étudiants en architecture. Mélanges Pédagogiques, 20, 9-18.

Bailly, S., Gremmo, M. J. & Riley, P. (2002). Guide à l'usage des apprenants adultes. In J. Trim (Ed.), Cadre Européen commun de référence pour les langues: Apprendre, enseigner, évaluer (55-82). Strasbourg: Conseil de l'Europe.

Balcikanli, C. (2010). The effects of social networking on pre-service English teachers' metacognitive awareness and teaching practice. unpublished PhD dissertation. Ankara: Gazi University.

Bamberg, B. (1992). Autonomy and accommodation - striking a balance - Freshman writing in English at USC. ADE Bulletin, 101, 19-22.

Bankowski, E. (1999). Promoting learner autonomy through project work in EAP. Hong Kong Baptist University Papers in Applied Language Studies, 4, 64-79.

Bankowski, E. (1999). Training students in learning strategies for small scale independent research tasks. In V. Crew, V. Berry & J. Hung (Eds.), Exploring diversity in the language curriculum (199-216). Hong Kong: Hong Kong Institute of Education.

Bankowski, E. (2001). Developing effective strategies for independent learning: Handling research tasks in English for academic purposes. In D. K. Kember, S. Candlin & L. Yan (Eds.), Further case studies of improving teaching and learning from the action learning project (175-190). Hong Kong: Action Learning Project.

Banton, A. (1992). Successful self access through learner development. Independence, 8, 20-22.

Barbosa, I. & Paiva, M. (2002). Action research: a way to teacher and learner autonomy? In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Barbot, M. J. (1997). Cap sur l’autoformation: multimédias, des outils à s’approprier. Le Français dans le Monde, July, 54-62.

Barcelos, A. M. F. (2003). Researching beliefs about SLA: A critical review. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (7-34). Dordrecht: Kluwer.

Barcelos, A. M. F. (2003). Teachers’ and students’ beliefs within a Deweyan framework: Conflict and influence. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (171-200). Dordrecht: Kluwer.

Barfield, A. (2002). Restrictions into resources: Learner autonomy and the literature review. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy. Proceedings of the JALT CUE Conference 2001 (pp. 137-146). Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Barfield, A. (2003). Routine reflections on developing autonomy? In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Barfield, A. & Brown, S.H. (2007). Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan.

Barfield, A. & Smith, R.C. (1999). Teacher-learner autonomy: the role of conference and workshop. designProceedings of Teachers Develop Teachers Research (TDTR) 4 (CD-ROM). Whitstable, Kent: IATEFL..
http://iatefl.org.pl/tdal/n6confer.htm

Barfield, A. & Nix, M. (2003). Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

http://www.encounters.jp/mike/professional/publications/tchauto.html
Barfield, A., Ashwell, T., Carroll, M., Collins, K., Cowie, N., Critchley, M., Head, E., Nix, M., Obermeier, A. & Robertson, M.C. (2002). Exploring and defining teacher autonomy: A collaborative discussion. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy. Proceedings of the JALT CUE Conference 2001 (pp. 217-222). Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Barkhuizen, G. P. (1998). Discovering learners’ perceptions of ESL classroom teaching/learning activities in a South African context. TESOL Quarterly, 32(1), 85-108.

Barlow, N. W. (1994). Comments from an adult language learner. In E. Esch (Ed.), Self-access and the adult language learner (p. 165). London: CILT.

Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.

Barnett, L. & Jordan, G. (1991). Self-access facilities: What are they for? ELT Journal, 45(4), 305-312.

Barrett-Lennard, S. (1997). Encouraging autonomy and preparing for IELTS: Mutually exclusive goals? Prospect, 12(3), 29-40.

Bartle, J. (2001). Perceptions of the role and functions of the language adviser. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (84-92). London: Centre for Information on Language Teaching and Research.

Barton, A. & Downes, P. (2003). Differentiation and gender: Boys and language learning. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Basil, H. (1985). The role of counselling in self-directed learning. In R. J. Mason (Eds.), Self-directed learning and Self-access in Australia: From practice to theory (93-102). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Baumann, U. (2006). Developing autonomy and intercultural competence in a distance learning environment. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (93-113). Dublin: Authentik.

Bavendick, U. (2001). Three approaches to promoting independence in language learning in higher education. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (125-132). London: Centre for Information on Language Teaching and Research.

Bawden, R. (1988). On leadership, change and autonomy. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 227-241). London: Kogan Page.

Beeching, K. (1996). Evaluating a Self-study system. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (81-104). London: Association for French Language Studies/CILT.

Bella-Dora, D. & Blanchard, L. J. (1979). Moving toward self-directed learning: Highlights of relevant research and of promising practices. Alexandria, VA: ASCD.

Bellingham, L. (2005). Is there language acquisition after 40? Older learners speak up. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (56-68). Cambridge: Cambridge University Press.

Bennett, L. (1993). Teacher off: Computer technology, guidance and self-access. System, 21(3), 295-304.

Benson, P. (1992). Self-access for self-directed learning. Hong Kong Papers in Linguistics & Language Teaching, 15, 31-38.

Benson, P. (1994). Self-access systems as information systems: Questions of ideology and control. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (3-12). Hong Kong: Hong Kong University Press.

Benson, P. (1995). A critical view of learner training. Learning Learning: JALT Learner Development N-SIG Forum, 2(2), 2-6.
http://penta.ufrgs.br/edu/telelab/7/phil22e.htm

Benson, P. (1995). Self-access and collaborative learning. Independence, 0.
Reprinted in A.C. McClean, (Ed.), SIG selections 1997: Special interests in ELT.

Benson, P. (1996). Concepts of autonomy in language learning. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (27-34). Hong Kong: Hong Kong University Press.

Benson, P. (1997). The multiple meanings of autonomy: Responsibility, ability and right. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (18-34). London: Longman.

Benson, P. (1997). The semiotics of self-access language learning in the digital age. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications (70-78). Lyon: INSA (National Institute of Applied Sciences).

Benson, P. (2000). Autonomy as a learners’ and teachers’ right. In B. Sinclair, et al (Ed.), Learner autonomy. teacher autonomy: Future directions (pp. 111-117). London: Longman.

Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.

Benson, P. (2002). Autonomy and communication. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (10-28). Dublin: Authentik.

Benson, P. (2002). Rethinking the relationship of self-access and autonomy. Newsletter of the Hong Kong Association for Self-Access Learning and Development, 5, 4-10.
http://lc.ust.hk/HASALD/newsletter/newsletterSept02.pdf

Benson, P. (2003). A Bacardi by the pool. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Benson, P. (2003). Learner autonomy in the classroom. In D. Nunan (Ed.), Practical English language teaching (289-308). New York: McGraw Hill.

Benson, P. (2004). Autonomy and information technology in the educational discourse of the information age. In C. Davison (Ed.), Information technology and innovation in language educatio (173-192). Hong Kong: Hong Kong University Press.

Benson, P. (2005). (Auto)biography and learner diversity. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (4-21). Cambridge: Cambridge University Press.

Benson, P. (2006). Autonomy and its role in learning. In J. Cummins & C. Davison (Eds.), The international handbook of English language teaching (Vol. 2). Norwell, MA: Springer.

Benson, P. (2006). Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning. Dublin: Authentik.

Benson, P. (2007). Teachers’ and learners’ perspectives on autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Benson, P. (2007). Autonomy in language teaching and learning. State of the Art Article. Language Teaching, 40(1).

Benson, P. & Reinders, H. (2011). Beyond the Language Classroom. Basingstoke: Palgrave Macmillan.

Benson, P. & Huang, J. (2006). Autonomy in language learning: A thematic bibliography. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Benson, P. & Lor, W. (1998). Making sense of autonomous language learning: Conceptions of learning and readiness for autonomy. English Centre Monograph, No. 2. University of Hong Kong.

Benson, P. & Lor, W. (1999). Conceptions of language and language learning. System, 27(4), 459-472.

Benson, P. & Nunan, D. (2002). The experience of language learning. Special issue of The Hong Kong Journal of Applied Linguistics, 7(2).

Benson, P. & Nunan, D. (2005). Learners’ stories: Difference and diversity in language learning. Cambridge: Cambridge University Press.

Benson, P. & Toogood, S. (2001). Learner autonomy 7: Challenges to research and practice. Dublin: Authentik.

Benson, P. & Voller, P. (1997). Autonomy and independence in language learning. London: Longman.

Benson, P., Chik, A. & Lim, H. Y. (2003). Becoming autonomous in an Asian context: Autonomy as a sociocultural process. In D. Palfreyman & R.C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (23-40). Basingstoke: Palgrave Macmillan.

Bereiter, C. & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. Resnick (Ed.), Knowing, learning and instruction. Hillsdale, NJ: Lawrence Erlbaum.

Berka, W. (2000). The legal and philosophical meaning of autonomy in education. In W. Berka, J. de Groof and H. Penneman (Eds.), Autonomy in education (3-10). The Hague: Kluwer Law International.

Berka, W., de Groof, J. & Penneman, H. (2000). Autonomy in education. Yearbook of the Education Association for Education Law and Policy. The Hague: Kluwer Law International.

Bernat, E. (2004). Investigating Vietnamese ESL learners’ beliefs about language learning. EA Journal, 21(2), 40-55.

Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory. research, critique. (Rev ed.). Lanham, MD: Rowman & Littlefield.

Bertoldi, E., Kollar, J. & Ricard, E. (1986/87). Learning how to learn. Mélanges Pédagogiques, 17.

Bertoldi, E., Kollar, J. & Ricard, E. (1988). Learning how to learn English: From awareness to action. ELT Journal, 42(3), 157-166.

Beswick, N. (1977). Resource-based learning. London: Heinemann Educational Books.

Betáková, L. (2000). The importance of using the target language in the classroom. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (175-191). Dublin: Trinity College, Centre for Language and Communication Studies.

Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65, 24-35.

Bialystok, E. (1985). The compatibility of teaching and learning strategies. Applied Linguistics, 6(3), 255-262.

Bialystok, E. (1994). Analysis and control in the development of second language proficiency. Studies in Second Language Acquisition, 16, 157-168.

Bilir, M. (2007). Non-formal education implementations in Turkey: issues and latest challenges. INT. J. OF LIFELONG EDUCATION, 26(6), 621-633.

Birch, A. & Richards, K. (1994). ELT and distance learning: resources. In K. Richards & P. Roe (Eds.), Distance learning in ELT (pp. 156-168), Modern English Publications in association with the British Council.

Bird, K. (1993). Learner development and responsibility. English Teaching Forum, 31(4), 26-29.

Black, M. (1999). Promoting learning strategies and learner autonomy. The Japanese Learner, 21, 11-16.

Black, M. (2001). Teaching language learning strategies: Implications for instructors and learners. Visio, 28, 101-109.

Black, M., Hyakutake, T., McNamara, R. & Shaffer, A. (2002). Self-access language learning in Japan: A case study. Visio, 29, 75-78.

Blake, T. (1982). Storage and retrieval systems for self-access. In M. Geddes & G. Sturtridge (Eds.), Individualisation (46-51). London: Modern English Publications.

Blanche, P. (1988). Self-assessment of foreign-language skills: Implications for teachers and researchers'. RELC Journal, 19, 75-93.

Blanche, P. & Merino, B. J. (1994). Self-assessment of foreign-language skills: Implications for teachers and researchers. Language learning, 39(3), 313-40.

Blin, F. (1998). Les enjeux d’une formation autonomisante de l’apprenant en environnement multimédia. In T. Chanier and M. Pothier (Eds.), Apprentissage des Langues et Environments Informatiques Hypermédia (pp. 215-226). Etudes de Linguistique Appliquées, 111.

Blin, F. (1999). CALL and the development of learner autonomy. In R. Debski & M. Levy (Eds.), WORLDCALL: Global Perspectives on Computer-assisted Language Learning (133-149). Lisse: Swets and Zeitlinger.

Block, E. (1986). The comprehension strategies of second language readers. TESOL Quarterly, 20(3), 463-494.

Block, E. L. (1992). See how they read: Comprehension monitoring of L1 and L2 readers. TESOL Quarterly, 26(2), 319 -343.

Bloor, M. & Bloor, T. (1988). Syllabus negotiation: The basis of learner autonomy. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (pp. 62-74). ELT Documents 131. Modern English Publications/British Council.

Blue, G. M. (1988). Self-assessment: The limits of learner independence. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (pp. 100-118). ELT Documents 131. Modern English Publications/British Council.

Bobb-Wolff, L. (2000). Changing attitudes towards treatment of mistakes. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (100-110). Dublin: Trinity College, Centre for Language and Communication Studies.

Bobb-Wolff, L. (2002). Assessment: Changing assumptions and attitudes. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Bodycott, P. & Crew, V. (2001). Language and cultural immersion: Perspectives on short term study and residence abroad. Hong Kong: Hong Institute of Education.

Boekaerts, M. (1991). Subjective competence, appraisals and self-assessment. Learning and Instruction, 1, 1-17.

Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112.

Boekaerts, M., Pintrich, P. & Zeidner, M. (2000). Handbook of self-regulation. San Diego: Academic Press.

Bohn, P., Elsen, A., van Esch, K. & Friedrich, M. (2003). Learning to teach how to read in a foreign language. In K. van Esch and O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (155-166). Frankfurt am Main: Peter Lang.

Bollinger, D. & Murray, G. (2002). Communicative activities for developing learner autonomy. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (177-184). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Bonham, L.A. (1991). Guglielmino's self-directed learning readiness scale: what does it measure? Adult Education Quarterly, 41(2) 91-99.

Booton, P. & Benson, P. (1996). Self-access: Classification and retrieval. Manchester: British Council.

Bordonaro, K. (2014). The Intersection of Library Learning and Second-Language Learning: Theory and Practice. Lanham, Maryland: Rowman & Littlefield.
Language learning and library learning in universities are closely related endeavors that intersect at various times, in various locations, and with various teachers and learners. This book is an examination of how these intersections are experienced by second and foreign language learners. Its aim is to explore the two types of learning to help sustain and develop the learning in both areas. Considerations of the intersections are placed within a theoretical framework of learner autonomy. This framework offers librarians and language instructors methods and practices that enable learners to take control of both their library learning and their language learning.

Borg, S. & Al-Busaidi, S. (2012). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292.

Borg, S., Al-Busaidi, S. (2012). Teachers' beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292.

Boud, D. (1988). Moving towards autonomy. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 17-39). London: Kogan Page.

Boud, D. (1988). Developing student autonomy in learning. Second edition. First published 1981. London: Kogan Page.

Boud, D. J. & Griffin, V. R. (1987). Appreciating adults learning: From the learner’s perspective. London: Kogan Page.

Bouillon, C. (1972). L’individualisation de l’apprentissage en langues vivantes. Mélanges Pédagogiques. Université de Nancy 2: CRAPEL.

Boulanger, C. (1972). Preparation à l’autonomie en expression orale. Mélanges Pédagogiques. Université de Nancy 2: CRAPEL.

Bourdet, J. F. (1992). Retour au niveau II. Vers l'autonomie de l'apprentissage. Français dans le Monde, 249, 42-50.

Bowden, J. & Moulden, H. (1989). “Listen for yourself”: A small handbook for improving aural comprehension of English without a teacher. Mélanges Pédagogiques, 19, CRAPEL, University of Nancy.

Boyer, N. R., & Maher, P. (2004). Constructing scaffolds for social online learning: Using self-directed frameworks with virtual groups. International Journal of Self-Directed Learning, 1(1), 26-38.

Boyer, N., & Kelly, M. (2005). Breaking the institutional mold: Blended instruction, self-direction, and multi-level adult education. International Journal of Self-Directed Learning, 2(1), 1-17.

Boyer, N., & Maher, P. (2005). From Spoon-Fed to Student-Led: Fostering an Atmosphere for Web-Based Transformative Learning. International Journal of Self-Directed Learning, 2(2), 66-80.

Boyle, E. (1994). Self-access: Hopes and hesitations. Occasional Papers in Language Teaching, 4, 18-23 (ELT Unit: Chinese University of Hong Kong).

Boyno, M. (2012). Some pedagogical innovations in nurturing autonomous EFL learners. Energy Education Science and Technology Part B: Social and Educational Studies, 4, 197-204.
http://www.silascience.com/abstracts/03052013213735.html
Please feel free to contact the author at boyno.m@hotmail.com .

Boyno, M. (2011). An Analysis of the Factors Influencing Learner Autonomy in the Turkish EFL Context. Unpublished PhD Dissertation. Adana:
http://sosyalbilimler.cukurova.edu.tr/tez/1628/learner%20autonomy
Please feel free to contact the author at boyno.m@hotmail.com .

Boyno, M. & Course, S. (2011). Learner autonomy in the Turkish context: a conversation. Independence (53), Newsletter of the IATEFL LA SIG. Canterbury: IATEFL.
Please feel free to contact the authors at boyno.m@hotmail.com .

Boyno, M., Akil, E. & Dolas, F. (2011). Difficulties of classroom-based advising. IATEFL LASIG Event. Chiba:
http://advising2011.wordpress.com/2011/10/09/difficulties-of-classroom-based-advising-talk-t2/
Please feel free to contact the authors at boyno.m@hotmail.com .

Boyno, M., Dolas, F. & Akil, E. (2012). Learners’ voices on learner autonomy in assessment. IATEFL TEASIG event. Prague:
http://tea.iatefl.org/Prague2012/Learners%20voices%20on%20learner%20autonomy-Boyno,%20Akil%20&%20Dolas.pdf
Please feel free to contact the authors at boyno.m@hotmail.com

Boyno, M., Jiménez Raya, M. & Reyes Fierro, M. del C. (2013). Towards pedagogy for autonomy in adverse settings: Navigating the space of possibility. In Barfield, A. & Delgado Alvarado, N. (Eds.), Autonomy in language learning: Stories of Practices (33-43). Canterbury: IATEFL Learner Autonomy SIG.
https://www.smashwords.com/books/view/311760
Please feel free to contact the authors at boyno.m@hotmail.com .

Braine, G. (2003). From a teacher-centered to a student-centered approach: A study of peer feedback in Hong Kong writing classes. Journal of Asia-Pacific Communication, 13(2), 269-288.

Brandes, D. & Ginnis, P. (1986). A guide to student-centred learning. Oxford: Blackwell.

Brandes, D. & Ginnis, P. (1990). The student-centred school: Ideas for practical visionaries. Oxford: Blackwell.

http://www.independentlearning.org/ila03/ila03_papers.htm
Brandon, H. H. M. J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (

Breen, M. P. (1987). Learner contributions to task design. In Language learning tasks. Lancaster Working Papers in English Language Education, Volume 7. London: Prentice Hall.

Breen, M. P. (1984). Process syllabuses for the language classroom. In C. Brumfit (Ed.), General English syllabus design. ELT Document 118. London: Pergamon & British Council.

Breen, M. P. (1987). Contemporary paradigms in syllabus design. Language teaching, 20(3), 157-174.

Breen, M. P. (1991). Understanding the language teacher. In R. Phillipson, et al (Ed.), Foreign/second language pedagogy research (pp. ??). Clevedon: Multilingual Matters.

Breen, M. P. (2001). Learner contributions to language learning. London: Longman.

Breen, M. P. & Candlin, C. N. (1980). The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1(2), 89-112.

Breen, M. P. & Littlejohn, A. (2000). The process syllabus: Negotiation in the language classroom. Cambridge: Cambridge University Press.

Breen, M. P. & Littlejohn, A. (2000). The significance of negotiation. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (5-38). Cambridge: Cambridge University Press.

Breen, M. P. & Littlejohn, A. (2000). The practicalities of negotiation. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (272-295). Cambridge: Cambridge University Press.

Breen, M. P. & Mann, S. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (132-149). London: Longman.

Breen, M. P., Candlin, C., Dam, L. & Gabrielsen, G. (1989). The evolution of a teacher training programme. In R. K. Johnson (Ed.), The second language curriculum (pp. 111-135), Cambridge University Press.

Brewster, E. T. & Brewster, E. S. (1976). Language acquisition made practical: Field methods for language learners. Pasadena: Lingua House.

Brick, J. (1985). Self-directed learning and the acquisition of socio-cultural competence. In Robert J. Mason (Ed.), Self-directed learning and Self-access in Australia: From practice to theory (30-35). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Bridges, D. (Ed.) (1997). Education, autonomy and democratic citizenship. London: Routledge.

Bridges, D. (1997). Personal autonomy and practical competence: Developing politically effective citizens. In D. Bridges, Education, autonomy and democracy citizenship (pp. 153-164). London: Routledge.

Brindley, G. (1989). The role of needs analysis in adult ESL programme design. In R. K. Johnson (Ed.), The second language curriculum (pp. 63-78). Cambridge University Press.

Brindley, G. & Bagshaw, B. (1985). Needs analysis and self-directed learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (159-172). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Britten, J. B. (2002). Educational evaluations for the TALK learning system. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (165-170). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Broady, E. (1996). Learner attitudes towards self-direction. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (215-236). London: Association for French Language Studies/CILT.

Broady, E. & Carpenter, C. (1994). Learner perceptions of self-directed learning at advanced level. EDU Release Paper. University of Brighton.

Broady, E. & Kenning, M. M. (1996). Promoting learner autonomy in university language teaching. London: Association for French Language Studies in association with CILT.

Broady, E. & Kenning, M. M. (1996). Learner autonomy: An introduction to the issues. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (9-22). London: Association for French Language Studies/CILT.

Broady, E. & Le Duc, D. (1995). Learner autonomy and the video camera: A wider role for video recording activities? Language Learning Journal, 11, 74-77.

Brockett, R. G. (2006). Self-directed learning and the paradox of choice. International Journal of Self-Directed Learning, 3(2), 27-33.

Brockett, R. G. & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research, and practice.

Brockett, R. G. & Hiemstra, R. (1985). Bridging the theory-practice gap in self-directed learning'. In S. Brookfield (Ed.), Self-directed learning: From theory to practice (31-40). San Francisco: Jossey-Bass.

Brookes, A. & Grundy, P. (1988). Individualization and autonomy in language learning. ELT Documents 131. Modern English Publications in association with the British Council/Macmillan).

Brookes, A. & Grundy, P. (1988). Individualization, autonomy and English for academic purposes. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning. ELT Documents 131. Modern English Publications/British Council

Brookfield, S. (1981). Independent adult learning. Studies in Adult Education, 13(1), 15-27.

Brookfield, S. (1985). Self-directed learning: A critical review of research. In S. Brookfield (Ed.), Self-directed learning: From theory to practice (5-16). San Francisco: Jossey-Bass.

Brookfield, S. (1985). Self-directed learning: From theory to practice. San Francisco: Jossey-Bass.

Brookfield, S. (1986). Understanding and facilitating adult learning. San Francisco: Jossey-Bass.

Brookfield, S. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227-242.

Brown, D. (1985). Teacher education and self-directed learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (236-240). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Brown, H. D. (1989). A practical guide to language learning: A fifteen-week program of strategies for success. New York: McGraw-Hill.

Brown, H. D. (1991). Breaking the language barrier: Creating your own pathway to success. Yarmouth, ME: Intercultural Press, Inc.

Brown, P. C. (2002). Project-based teaching promotes autonomy in L2 learning. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (89-96). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Brown, P., Smith, R. & Ushioda, E. (2007). Responding to resistance. In A. Barfield & S. Brown (Eds.), Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan.

Brown, R. (1993). The national self-access project in Malaysia. English Studies 10. London: British Council.

Brown, S. H. (2003). Of fish, perceptions, and stereotypes. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Brown, Silas S. & Robinson, P. (2003). Addressing print disabilities in adult foreign-language acquisition. In: Proceedings of the 10th International Conference on Human-Computer Interaction (HCII 2003), Vol.4: Universal Access in HCI, pp 38-42..
http://people.pwf.cam.ac.uk/ssb22/papers/hcii.pdf
note: the "gradint" program referred to in the paper has been developed further and is available at http://people.pwf.cam.ac.uk/ssb22/gradint/

Brown, T. P. (2002). Auto-communal language learning of Mandarin Chinese and Samoan: A chronicle and comparison. Hong Kong Journal of Applied Linguistics, 7(2), 122-135.

Bruce, N. (1995). Practising what we preach: Creating the conditions for student autonomy. Hong Kong Papers in Linguistics & Language Teaching, 18, 73-88.

Budd, R. & Wright, T. (1992). Putting a process syllabus into practice. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 208-229), Cambridge University Press.

Bueno Gonzalez, A. (2003). Considering diversity in the teaching of speaking. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

http://www.independentlearning.org/ila03/ila03_papers.htm
Bunts-Anderson, H. H. J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (

Butcher, K. & Sumner, T. (2011). Self-Directed Learning and the Sensemaking Paradox. Human Computer Interaction, 21, 123-159.

Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge.

Bárbara, N. (2007). Autonomy in ESP: Solution or Recipe? In Gálova, D. (Ed.), Languages for specific Purposes in Higher Education - Searching for Common Solutions (18-31). Newcastle: Cambridge Scholars Publisher.
Within the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. The ensuing reduction of ESP contact hours will bear a cost in human resources needed and will also further the imbalance between breadth and depth of the English language teaching. Searching for feasible solutions, the Languages and Communication Sector of our Agricultural College will depend on a pedagogy for autonomy based on a threefold method, namely - classes, e-learning and tutorials - building self-tailored syllabuses for heterogeneous classes of engineering courses.

Bárbara, N. (2008). Do it Yourself: Uma Metodologia para Autonomia. In Ribeiro, M. et al. (Eds.), Aprender Ensinando. Dinâmicas Metodológicas no Ensino-Aprendizagem das Línguas Estrangeiras (149-160). Guarda: Arthipol.

Bárbara, N. (2009). Language Portfolios in Engineering Courses: A Strategy Towards Autonomy’. Proceedings of the Independent Learning Association 2007 Japan Conference: Exploring theory, enhancing practice: Autonomy across the disciplines, 0.
http://independentlearning.org/ILA/ila07/files/ILA2007_004.pdf
Within the framework of the Bologna Process implementation, the Portuguese Higher Education institutions are re-designing their courses aiming at a new teaching paradigm pushing towards autonomy, student-centred learning and innovation. New classroom goals and curricula entail new forms of assessment - portfolios in higher education represent a move from traditional forms of assessment to a more authentic and holistic assessment that reflects student learning, achievement, motivation and attitudes. At its core lie self-assessment and the students’ direct involvement in learning. The alignments of assessment, curriculum, and pedagogy through the use of portfolios are reflected in new education policies in Europe.

Bárbara, N. (2012). Autonomy in English Language Learning. A Case Study. unpublished PhD thesis. Aveiro: Univeristy of Aveiro.
The main goal of this study was to analyse the development of a pedagogy for autonomy tuned to the current situation in which Higher Education finds itself, namely of implementation of the Bologna Process in Europe, and in particular at the Escola Superior Agrária of the Polytechnic School at Coimbra. For this purpose new course units were created, new descriptors written, new materials developed and new methodologies tried. A case study was undertaken to observe and analyse the changes the institution was undergoing and to assess the impact of the new methodologies, particularly regarding the development of student autonomy.

Bárbara, N. ,Ferreira, A. & Lopes, M., (2007). Preparing Professionals for the future. In Search of a New Educational Paradigm. In Pardal,L. et al. (Eds.), Educação e Trabalho. Representações Sociais, Competências e Trajectórias Profissionais (213-231). Aveiro: Universidade de Aveiro.

C

Cabaroglu, N. & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28(3), 387-402.

Cameron, L. J. (1990). Staying with the script: Personality and self-directed learning. System, 18, 65-75.

Camilleri, A. (1997). Introducing learner autonomy in initial teacher training. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (87-101). Strasburg: Editions du Conseil de l’Europe.

Camilleri, A. (1999). The teacher’s role in learner autonomy. In G. Camilleri (Ed.), Learner autonomy – The teachers’ views (35-40). Strasbourg: Council of Europe.

Camilleri, G. (1999). Learner autonomy – The teachers’ views. Strasbourg: Council of Europe.

Campbell, C. & Kryszewska, H. (1992). Learner-based teaching. Oxford University Press.

Campbell, R. (1985). Aims and processes of MACE (Migrant Access Centre for English) - the self-access centre at the Institute of Languages, University of NSW’. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (247-241). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Canagarajah, A. S. (2002). Globalization, methods, and practice in periphery classrooms. In D. Block & D. Cameron (Eds.), Globalization and language teaching. London: Routledge.

Candelier, M., Chaix, P., Coste, D., O’Niel, C. & Recourd, A. (1977). Compte rendu de la rencontre organisée a l’UNESCO (Paris 10-11.2.77) sur le thème: Étude des modalités d’apprentissage autonome (autodidaxie et semi0autonomie) dans le domaine de l’acquisition dels langues vivantes secondes.

Candelier, M., Chaix, P., Coste, D., O’Niel, C. & Recourd, A. (1975). A critical analysis of forms of autonomous learning (Autodidaxy and semi-autonomy) in the field of foreign language learning: Report and proposals for establishing a regional inventory of methods and materials for self-learning of modern languages in. UNESCO: Division of Methods, Materials and Techhniques.

Candy, P.C. (1988). On the attainment of subject-matter autonomy. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 17-39). London: Kogan Page.

Candy, P.C. (1989). Constructivism and the study of self-direction in adult learning. Studies in the Education of Adults, 21, 95-116.

Candy, P.C. (1991). Self-direction for lifelong learning. San Francisco: Jossey-Bass.

Canipe, J. B. & Fogerson, D. L. (2006). The literature of self-directed learning: Dissertations. International Journal of Self-Directed Learning, 3(2), 34-44.

Carette, E. (2000). Introduction de l’autonomie dans le système éducatif français: Des reéponses, des questions. Mélanges CRAPEL, 25, 185-197.

Carette, E. & Castillo, D. (2003). Devenir conseiller: Quels changements pour l’enseignant? Mélanges CRAPEL, 27. Université de Nancy 2.

Carette, E. & Holec, H. (1995). Quels matériels pour les centres de ressources? Mélanges Pédagogiques, 22.

Carpenter, C. (1996). Peer teaching: A new approach to advanced level language teaching. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (23-38). London: Association for French Language Studies/CILT.

Carroll, M. (2002). Autonomous learning through discourse analysis: What can language learners learn from looking at their own use of language? In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (117-122). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Carroll, M. (2002). Autonomy: does it have a future beyond our individual classrooms? In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (257-258). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Carroll, M. & Head, E. (2003). Institutional pressures and learner autonomy. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Carter, B. A. (2006). Teacher/student responsibility in foreign language learning. New York: Lang.

Carter, B. A. (2001). From awareness to counseling in learner autonomy. The AILA Review, 15, 26-33.

Carter, B. A. (2002). Helping learners come of age: Learner autonomy in Caribbean context. Hong Kong Journal of Applied Linguistics, 7(2), 20-38.

Carton F. & Cembalo M. (1986). L'utilisation de la sonovidéothèque dans un apprentissage autonomisant en langues. AKS-Rundbrief, 17, Bochum.

Carton, F. (1984). Systèmes “autonomisants” d'apprentissage de langues. Mélanges Pédagogiques, 15, Université de Nancy 2: CRAPEL.

Carton, F., Petit, D., Poncet, F. & Thieblemont, S. (1988). Trois jours pour parler français ? Compte rendu d'une expérience de prise en charge d'apprentissage. Mélanges Pédagogiques 18. Université de Nancy 2: CRAPEL.

Carvalho, D. (1993). Self-access: Appropriate materials. Manchester: British Council.

Carver, D. & Dickinson, L. (1982). Learning to be self-directed. In M. Geddes & G. Sturtridge (Eds.), Individualisation (15-21). Basingstoke: Modern English Publications Ltd (Macmillan).

Carver, D. J. (1984). Plans, learner strategies and self-direction in language learning. System, 12(2), 123-131.

Castillo, D. & Ciekanski, M. (2003). Mettre en place un système d'aide à l'apprentissage des langues étrangères dans un milieu institutionnel: compte-rendu d'expériences à Cuba et au Mexique. Mélanges Pédagogiques, 27, Université de Nancy 2.

Castillo, D. & Gremmo, M. J. (2003). Conseiller en centre de ressources multilingue: quelles spécificités? Le Français Dans le Monde Recherches et Applications. N° Spécial, Vers une compétence plurilingue.

Castoriadis, C. (1991). Philosophy, politics, autonomy: Essays in political philosophy. (Edited by D. A. Curtis) New York: Oxford University Press.

Cembalo, M. & Gremmo, M. J. (1974). Autonomie de l’apprentissage: Réalités et perspectives. Mélanges Pédagogiques, 5.

Cembalo, M. & Holec, H. (1973). Les language aux adultes: Pour une pédagogie de l’autonomie’. Mélanges Pédagogiques, 4.

Cembalo, S. M. (1994). Files and catalogues: Meeting and answering learner queries in a resource centre. In E. Esch (Ed.), Self-access and the adult language learner (104-107). London: CILT.

Cembalo, S. M. (1995). Le catalogage, l'indexation, et les fichiers dans les centres de ressources en langues. Mélanges Pédagogiques, 22.

Chacoff, A. (1989). (Bi)literacy and empowerment: Education for indigenous groups in Brazil. Penn Working Papers in Educational Linguistics 5(2). Pennsylvania University, Philadelphia. Graduate School of Education.

Chacón-Beltrán, R. (2007). Learner Autonomy in CALL: A grammar-checker for Spanish EFL Students. In: ELLSII 75 Proceedings. English Language and Literature Studies: Interfaces and Integrations. Belgrade, Serbia: Faculty of Philology, University of Belgrade.

Chalon, Y. (1970). Pour une pédagogie sauvage. Mélanges Pédagogiques, 1.

Chambers, A., Conacher, J.E., Littlemore, J. (2004). ICT and language learning: Integrating pedagogy and practice. Birmingham: Birmingham University Press.

Chambers, G. & Sugden, D. (1994). Autonomous learning - the Danes vote yes! Language Learning Journal, 10, 48-51.

Chamot, A. U. & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley.

Chamot, A. U. & Rubin, J. (1994). Comments on Janie Rees-Miller's “A critical appraisal of learner training: theoretical bases and teaching implications” Two readers react. TESOL Quarterly, 28(4).

Chamot, A. U., Küpper, L. & Impink-Hernandez, M. V. (1988). A study of learning strategies in foreign language instruction: findings of the longitudinal study. MacLean, VA: Interstate Research Associates.

Chamot, A. U., O’Malley, J. M., Küpper, L. & Impink-Hernandez, M. V. (1987). A study of learning strategies in foreign language instruction: First year report. Rosslyn, VA: Interstate Research.

Champagne, M. F., Clayton, T., Dimmitt, N., Laszewski, M., Savage, W., Shaw, J., Sroupe, R., Thien, M. M. & Walter, P. (2001). The assessment of learner autonomy and language learning. The AILA Review, 15, 45-55.

Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505-519.

Chan, V., Spratt, M. & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours’. Evaluation and Research in Education, 16(1), 1-18.

http://www.independentlearning.org/ila03/ila03_papers.htm
Chanock, H. J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (

Chapelle, C. & Mizuno, S. (1989). Students’ strategies with learner-controlled CALL. CALICO Journal, 7(2), 25-47.

Chapelle, C. A. (1996). Validity issues in computer-assisted strategy assessment, Applied Language Learning ,7(1-2), 47-60.

Chau, J. and Cheng, G. (2010). Australasian Journal of Educational Technology. Towards understanding the potential of e-portfolios for independent learning: A qualitative study, 26(7), 932-950.

Chené, A. (1983). The concept of autonomy in adult education: A philosophical discussion. Adult Education Quarterly, 34(1), 38-47.

Chi Yen Chiu (2008). The Discourse of an English Teacher in a Cyber Writing Course: Roles and Autonomy. ASIAN EFL, 10(1).
www.asian-efl-journal.com/March_08_cyc.php

http://www.independentlearning.org/ila03/ila03_papers.htm
Chia, J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (p

Chik, A. (2006). From learner identity to learner autonomy: A biographical study of two Hong Kong learners of English. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning (41-60). Dublin: Authentik.

Chik, A. & Breidbach, S. (2011). Identity, motivation and autonomy: A tale of two cities. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (145-159). Great Britain: Multilingual Matters.

Christopher, E. & Ho, S. (1996). Lights, camera, action: Exploring and exploiting films in self-access learning. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (185-200). Hong Kong: Hong Kong University Press.

http://www.independentlearning.org/ila03/ila03_papers.htm
Chuk, T e p H. H. M. J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (p

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1407
Ciel Language Support Network (2000). Assessment and independent language learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1400
Ciel Language Support Network (2000). Integrating independent learning with the curriculum. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1411
Ciel Language Support Network (2000). Making independent language learning accessible. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1404
Ciel Language Support Network (2000). Managing independent language learning: Management and policy considerations. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1405
Ciel Language Support Network (2000). Resources for independent language learning: Design and use. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1410
Ciel Language Support Network (2000). Supporting independent language learning: Development for learners and teachers. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Clark, J. (1982). Resource-based learning for higher & continuing education. London: Croom Helm.

Clarke, A. & del Rosario, P. (2002). ICON – A program designed to integrate constructivism, autonomy and technology. In A. S. Mackenzie & E. McCafferty (Eds.), Developing Autonomy (185-190). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Clarke, D. F. (1991). The negotiated syllabus: What it is and how is it likely to work? Applied Linguistics, 12(1), 13-28.

Clarke, P. B. (1999). Autonomy unbound. Aldershot: Ashgate.

Cleary, R. L. (1994). Learners’ search criteria and cataloguing language learning material: Demands imposed on databases. In E. Esch (Ed.), Self-access and the adult language learner (97-103). London: CILT.

Cleary, R. L. & Makin, L. (1994). A unique resource-based language learning System. In E. Esch (Ed.), Self-access and the adult language learner (73-80). London: CILT.

Clemente, M. de los Angeles (2000). Self-direction in language learning: What does it mean to become aware? In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (155-172). Dublin: Trinity College, Centre for Language and Communication Studies.

Clemente, M. de los Angeles (2001). Teachers’ attitudes within a self-directed learning scheme. System, 29(1), 45-67.

Clemente, M. de los Angeles (2003). Learning cultures and counselling: Teacher/learner interaction within a self-directed scheme. In D. Palfreyman & R.C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (201-219). Basingstoke: Palgrave Macmillan.

Clemente, M. de los Angeles & Kissinger, D. (1994). El proyecto de autoacceso English oaxaca. Mexico: Universidad Autonomá Juárez de Oaxaca.

Cockburn, A. & Blackburn, R. (1970). Student power: Problems. diagnosis, action. London: Penguin.

Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1-2), 5-24.

Cohen, A. D. (1987). Studying language learning strategies: How do we get the information? In A. L. Wenden & J. Rubin (Eds.), Learner strategies in language learning (31-40). Englewood Cliffs, NJ: Prentice-Hall International.

Cohen, A. D. (1990). Language learning: Insights for learners. teachers, and researchers. Rowley, Mass: Newbury House.

Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.

Cohen, A. D. (1999). Language learning strategies instruction and research. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (61-68). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Cohen, A. D. (2000). Exploring strategies in test-taking: Fine-tuning verbal reports. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (127-150). Mahwah, NJ: Lawrence Erlbaum.

Cohen, A. D. & Shively, R. L. (2007). Acquisition of requests and apologies in Spanish and French: Impact of study abroad and strategy-building intervention. The Modern Language Journal, 91(2), 189-212.

Cohen, A. D. & Scott, K. (1996). A synthesis of approaches to assessing language learning strategies. In R. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (89-106). Honolulu: University of Hawaii.

Cohen, A., & Macaro, E. (Eds.). (forthcoming). Language learner strategies: 30 years of research and practice. Oxford: Oxford University Press.

Coleman, J. A. (1997). Residence abroad within language study. Language Teaching, 30, 1-20.

Coleman, J. A. (2000). Study abroad. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (582-584). London: Routledge.

Coleman, J. A. (2005). Residence Abroad. In J. A. Coleman & J. Klapper (Eds.), Effective learning and teaching in modern languages (126-132). London: Routledge.

Comanaru, R., & Noels, K.A. (2009). Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66, 131-158.

Conacher, J.E. (2005). New learning environments: Holistic approach or challenge? In C. Penman (Ed.), Holistic approaches to language learning. (103-116). Frankfurt am Main: Peter Lang.

Conacher, J.E., Kelly-Holmes, H. (2007). New Learning Environments for Language Learning: Moving beyond the classroom? Frankfurt am Main: Peter Lang.
This volume challenges the near exclusive use of the term 'new learning environments' in relation to discussions on the use of computers in language learning and seeks to provide a broader interpretation for language learners, teachers and researchers who are increasingly involved in language learning beyond the traditional environment of the classroom.

Conacher, J.E., Murphy, S. (2004). Laying good foundations: The language resource centre as meeting-place of policy, pedagogical theory and practice. In Chambers, A., Conacher, J.E. & J. Littlemore. (Eds.), ICT and language learning: Integrating pedagogy and practice (49-78). Birmingham: Birmingham University Press.

Conacher, J.E., Taalas, P. & Vogel, T. (2004). New language learning and teaching environments: How does ICT fit in? In Chambers, A., Conacher, J.E. & J. Littlemore (Eds.), ICT and language learning: Integrating pedagogy and practice. (9-31). Birmingham: Birmingham University Press.

Confessore, G. J., & Park, E. M. (2004). Factor validation of the learner autonomy profile (Version 3.0) and extraction of the short form. International Journal of Self-Directed Learning, 1(1), 39-58.

Confessore, G. J., Park, E. M., & Idobro, I. (2005). Initial component analysis and reliability assessment of the Spanish language learner autonomy profile. International Journal of Self-Directed Learning, 2(2), 91-101.

Convery, A. (2003). Managing differentiation in the modern languages classroom. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Convery, A. & Coyle, D. (1999). Differentiation and individual learners. A guide to classroom practice. London: CILT.

Cook, J., Smith, M. (2004). Beyond formal learning: Informal community eLearning. Computers & Education, 43, 35-47.

Cooker, L., & Torpey, M. (2004). From the classroom to the self-access centre: A chronicle of learner-centred curriculum development. The Language Teacher, 28(6), 11-16.
http://www.jalt-publications.org/tlt/articles/2004/06/cooker

Cooley, L. (1993). Using study guides: An approach to self-access. Hong Kong Papers in Linguistics and Language Teaching, 16, 93-101.

Corder, D. & Waller, G. (2006). Using a CALL package as a platform to develop effective language learning strategies and facilitate autonomous learning. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (7-26). Dublin: Authentik.

Corder, S. P. (1967). The significance of learners errors. International Review of Applied Linguistics, 4, 161-169.

Cornwall, M. (1988). Putting it into practice: Promoting independent learning in a traditional institution. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 242-257). London: Kogan Page.

Coser, R. L. (1991). In defense of modernity. Role complexity and individual autonomy. Stanford University Press.

Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27(4), 493-515.

Cotterall, S. (2002). Promoting learner autonomy through an academic writing course. In Proceedings of the 5th Biennial Tertiary Writing Network Colloquium (pp. 76-83), Auckland University of Technology, 5-6 December 2002.

http://www.independentlearning.org/ila03/ila03_papers.htm
Cotterall, S. (2004). Learner independence: Reflecting on experience. In H. Reinders, H. Anderson, M. Hobbs & J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (p

Cotterall, S. (1995). Developing a course strategy for autonomy. ELT Journal, 49(3), 219-227.

Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23(2), 195-206.

Cotterall, S. (1996). Towards an effective self-access centre. Self access language learning, 1, 13-19.

Cotterall, S. (1998). Measuring up to learner autonomy: Standards for evaluating language courses. Wellington Occasional Papers on Applied Linguistics, 1, 19-29.

Cotterall, S. (1999). Roles in Autonomous Language Learning. Australian Review of Applied Linguistics, 21(2), 61-78.

Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109-117.

Cotterall, S. (2005). ‘It’s just rules…that’s all it is at this stage’. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (101-118). Cambridge: Cambridge University Press.

Cotterall, S. (2006). Using teacher talk to foster learner autonomy. The Language Teacher, 30(7), 21-24.

Cotterall, S. & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57(2), 158-166.

Cotterall, S. & Crabbe D. (2007). Learners talking: Implications for teacher-led autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Cotterall, S. & Crabbe, D. (1992). Fostering autonomy in the language classroom: Implications for teacher education. Guidelines, 14(2), 11-22.

Cotterall, S. & Crabbe, D. (1999). Learner autonomy in language learning: Defining the field and effecting change. Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Peter Lang.

Cotterall, S. & Reinders, H. (2001). Learners’ perceptions and practice in self access language learning. TESOLANZ Journal, 8, 23-38.

Cotterall, S. & Reinders, H. (2004). Learner strategies: A guide for teachers. Singapore: RELC.

Cotterall, S., & Reinders, H. (2005). Estrategias de estudo: Guia para professors. . Sao Paolo: Special Book Services.

Cotton, T. & Lamb, T. (2001). A ‘modern’ European education. In Pedagogika roc (pp 62-69). LI, Prague, Czech Republic.

Cowan, J. (1988). Struggling with self-assessment. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 192-210). London: Kogan Page.

Cowie, N. (2002). Tell me about your life: Narratives of teacher development. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (233-236). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Cowie, N. & Sakui, k (2011). Crucial but neglected: English foreign language teachers' perspectives on learner motivation. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (212-228). Great Britain: Multilingual Matters.

Coyle, D. (2000). Changing the rules of the game: Adolescent voices taking control: If only they would, if only they could. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.24-36). London: Longman.

Coyle, D. (2003). Managing the differentiated classroom: Differentiation and learner autonomy. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Crabbe, D. (1999). Learner autonomy and the language teacher. In C. Ward & W. Renandya (Eds), Language teaching: New insights for the language teacher (pp 242-258). SEAMEO Regional Language Centre. Anthology Series 40.

Crabbe, D. (1993). Fostering autonomy from within the classroom: The teacher's responsibility. System, 21(4), 443-452.

Crabbe, D. (1997). Examining claims for autonomy and seeking evidence. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Crabbe, D., Elgort, I. & Gu, P. (2013). Autonomy in a networked world. Innovation in Language Learning and Teaching, 7(3), 193-197.

Crabbe, D., Hoffman, A. & Cotterall, S. (2001). Examining the discourse of learner advisory sessions. The AILA Review, 15, 2-15.

Cram, B. (1995). Self-assessment: From theory to practice. Developing a workshop guide for teachers. In G. Brindley (Ed.), Language assessment in action (271-306). Sydney: Macquarie University, NCELTR.

Crittenden, B. (1978). Autonomy as an aim of education. In K. A. Strike & K. Egan (Eds.), Ethics and educational policy. London: Routledge & Kegan Paul.

Crookall, D. (1983). Learner training: A neglected strategy. Modern English Teacher, 11(1/2), 41-42, 31-33.

Cunningham, J. & Carlton, W. (2003). A class project: Collaborative newsletters. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Curran, C. A. (1976). Counseling-learning in second languages. Illinois: Apple River Press.

http://www.independentlearning.org/ila03/ila03_papers.htm
Curtis, J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (pp. 75-85)

D

Da Silva, D. (2002). Autonomy, motivation and achievement. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (65-72). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Professional Teaching Articles, 24, 1-23.

Dahmen, M. (1988). Mieux tenir compte des besoins des élèves dans notre enseignement, pour favoriser leur prise English charge de l'apprentissage. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (41-54). Strasbourg: Council of Europe.

Dahmen, M. (1999). Le développement de l’espression orale et de l’autonomie des apprenants. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (139-162). Strasburg: Editions du Conseil de l’Europe.

Dam, L. (1982). Beginning English - An experiment in learning and teaching. Danmarks Lærerhøjskole (mimeo)

Dam, L. (1990). Developing awareness of learning in an autonomous language learning context. In R. Duda & P. Riley (Eds.), Learning styles (pp. 189-97). Presses Universitaires de Nancy.

Dam, L. (1994). How do we recognize an autonomous classroom? Die Neuere Sprache 93(5), 503-527.

Dam, L. (2000). Evaluating autonomous learning. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.48-59). London: Longman.

Dam, L. (2000). Why focus on learning rather than teaching? From theory to practice. In D. Little, et al. (Eds.), Focus on learning rather than teaching: Why and how? (pp. 18-37 )Dublin: Trinity College, Centre for Language and Communication Studies.

Dam, L. (1986). Developing autonomy in schools. Why and How. Muninteor Teanga, 1(2), 22-23.

Dam, L. (1989). Developing awareness of learning in an autonomous language learning context. In R. Duda & P. Riley (Eds.), Learning styles. Nancy: Presse Universitaires.

Dam, L. (1990). Learner autonomy in practice. In I. Gathercole (Ed.), Autonomy in language learning (16-37). London: CILT.

Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.

Dam, L. (1999). Denis the Menace – and autonomy. In B. Mißler and U. Multhaup (Eds.), The construction of knowledge. learner autonomy and related issues in foreign language learning. Tübingen: Stauffenberg.

Dam, L. (1999). How to develop autonomy in a school context – How to get teachers to change their practice. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (113-133). Ismaning: Hueber.

Dam, L. (2001). Learner autonomy: New insights/Autonomy de l'apprenant: nouvelle pistes. Special Issue of AILA Review, 15.

Dam, L. (2003). Developing learner autonomy: The teacher’s responsibility. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner. curriculum and assessment. Dublin: Authentik.

Dam, L. & Gabrielsen, G. (1988). Developing learner autonomy in a school context - A six-year experiment beginning in the learners’ first year of English. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (19-30). Strasbourg: Council of Europe.

Dam, L. & Kentz, J. (1998). It’s up to yourself if you want to learn – Autonomous language learning at the intermediate level. Video. Copenhagen: Danmarks Lærerhøjskole.

Dam, L. & Legenhausen, L. (1996). The acquisition of vocabulary in an autonomous learning environment - The first months of beginning English. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (265-280). Hong Kong: Hong Kong University Press.

Dam, L. & Legenhausen, L. (1999). Language acquisition in an autonomous learning environment: Learners’ self-evaluations and external assessments compared. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting Change (89-100). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Dam, L. & Little, D. (1999). Autonomy in foreign language learning: From classroom practice to generalizable theory. In A. Barfield, et al. (Eds.), On JALT98: Focus on the classroom: Interpretions. JALT conference proceedings. Tokyo.

Dam, L. & Thomsen, H. (1995). Undervisningsdifferentiering I fremedsprog. Hvad, hvorfor, hvordan. Albertslund: Malling Bech.

Dam, L., Little, D., Katsura, H. & Smith, R. (1999). Learner autonomy in Japanese classrooms: An exchange of views. In A. Barfield, et al. (Eds.), On JALT98: Focus on the classroom: Interpretions. JALT conference proceedings. Tokyo.

Dang, T. (2010). Learner Autonomy in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective. English Language Teaching, 3(2).

Dang, T. and Robertson, M. (2010). Impacts of Learning Management System on Learner Autonomy in EFL Learning. International Education Studies, 3(3).

Dansereau, D. (1978). The development of a learning strategies curriculum. In H. O'Niell (Ed.), Learning strategies. New York: Academic Press.

Danuta Wiśniewska (2009). Introducing autonomy in the foreign language classroom: qualitative research on teachers’ practice and problems encountered. CLCS Occasional Paper No. 69. Spring 2009. Dublin: Trinity College. Centre for Language and Communication Studies.

Darasawang, P. (1997). A proposal to evaluate a learner training programme. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Darasawang, P. (2000). Developing learner autonomy through the use of a revised learner training programme (RLTP) in King Mongkut's University of Technology Thonburi. PhD thesis. Edinburgh: The University of Edinburgh.

Darasawang, P. & Reinders, H. (2010). Encouraging autonomy with an online language support system. CALL-EJ, 11(2).
http://www.tell.is.ritsumei.ac.jp/callejonline/journal/11-2/darasawang_reinders.html

Darleguy, V. (1997). Le Centre de Ressources de L'INSA. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications, INSA (National Institute of Applied Sciences) Lyon, France.

Davies, S. J. (2003). Learner portfolios: Who is at the controls? In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Davies, S., Dwyer, E., Heller, A. & Lawrence, K. (1991). An investigation of a timetabled self-access session in a general English programme. Edinburgh Working Papers in Applied Linguistics, 2, 37-49.

Davies, V. & McKee, J. (2001). The double-decker learning bus. Teacher and adviser: Head to head or hand in hand? In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (208-221). London: Centre for Information on Language Teaching and Research.

Dearden, R. F. (1975). Autonomy as an educational ideal. In S. C. Brown (Eds.), Philosophers discuss education (3-18). London: Macmillan.

Deci, E. L. & Ryan, R. M. (2000). Handbook of self-determination research: Theoretical and applied issues. Rochester: University of Rochester Press.

Deci, E. L., Vallerand, R. J., Pelletier, L. G. & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.

Deckert, G. D. (1989). Cultural background and self-assessment tendencies in an ESL classroom. In V. Bickley, et al (Ed.), Language teaching and learning styles within and across cultures. Hong Kong: Institute of Education.

Deeg, H. (2003). Intercultural learning: Celebrating Christmas as an example of a religious celebration in a multilingual group of learners. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (129-134). Frankfurt am Main: Peter Lang.

Deller, S. (1990). Lessons form the learner: Student-generated Activities for the language classroom. Pilgrims Longman Resource Books.

Derrick, M. G., Ponton, M. K., & Carr, P. B. (2005). A preliminary analysis of learner autonomy in online and face-to-face settings. International Journal of Self-Directed Learning, 2(1), 62-71.

Detaramani, C. & Chan, S. I. (1999). Learners’ needs, attitudes & motivation towards the self-access mode of language learning. RELC Journal, 30(1), 124-157.

Devitt, S. (2003). Teacher development in the light of second language acquisition research. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (107-121). Dublin: Authentik.

Dewey, J. (1916). Democracy and education. New York: The Free Press.

Dewey, J. (1933). How we think. Chicago: Regney.

Dewey, J. (1963). Experience and education. New York: Collier Books (First published, 1938).

Dexter, P. & Sheerin, S. (1999). Learner independence worksheets 2. Whitstable: IATEFL.

Dias, J. (2000). Learner autonomy in Japan: Transforming ‘Help Yourself’ from threat to invitation. Computer Assisted Language Learning, 13(1), 49-64.

Diaz, M. C. T. (2000). A workshop to develop learner autonomy. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how?. Dublin: Trinity College, Centre for Language and Communication Studies.

Dickinson, L. (1977). Autonomy, self-directed learning and individualized instruction. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 12-34). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Dickinson, L. (1987). Self-instruction in language learning. Cambridge University Press.

Dickinson, L. (1988). Learner training. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (pp. 45-53). ELT Documents 131. Modern English Publications / British Council.

Dickinson, L. (1993). Talking shop: Aspects of autonomous learning. An interview with Leslie Dickinson. ELT Journal, 47(4) 330-336.

Dickinson, L. (1979). Self-instruction in commonly taught languages. System, 7, 181-186.

Dickinson, L. (1988). Collaborative assessment: An interim account. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (121-128). Strasbourg: Council of Europe.

Dickinson, L. (1992). Learner autonomy 2: Learner training for language learning. Dublin: Authentik.

Dickinson, L. (1994). Preparing learners: Toolkit requirements for preparing/orienting learners. In E. Esch (Ed.), Self-access and the adult language learner (39-49). London: CILT.

Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174.

Dickinson, L. (1997). Culture, autonomy and common sense. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Dickinson, L. (1997). Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Dickinson, L. & Carver, D. (1980). Learning how to learn: Steps towards self-direction in foreign language learning. ELT Journal, 35(1), 1-7.

Dickinson, L. & Wenden, A. (1995). Special issue on autonomy. System, 23(2).

Dickson, M. (1996). Promoting autonomy through a listening curriculum. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (61-80). London: Association for French Language Studies/CILT.

Ding, A. (1997). Promoting Learner Autonomy Through Video Film Activities. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications, INSA (National Institute of Applied Sciences) Lyon, France.

Dingle, S. & McKenzie, P. (2001). Establishing a language-learning advisory service. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (104-114). London: Centre for Information on Language Teaching and Research.

Disick, R. S. (1975). Individualising language instruction. New York: Harcourt Brace.

Dittman, J. (1976). Individual autonomy: The magnificent obsession. Educational Leadership, 33(6), 463-467.

Dofs, K (2011). Autonomous Language Learning Teacher Guides and Student Guides. The guides, at three levels of English are the results of MA in language learning and technology through the Univeristy of Hull. Christchurch, NZ: CPIT.
These guides were originally made for the English language School at Christchurch Polytechnic Institute of Technology, however they are now rewritten to also suit other institutions. Contact details for more information; kerstin.dofs@cpit.ac.nz

Dofs, K & Hobbs, M (2011). Guidelines for Maximising Student Use of Independent Learning Centres: Support for ESOL Learners. Christchurch & Auckland: AKO Aotearoa.
http://akoaotearoa.ac.nz/ako-hub/ako-aotearoa-southern-hub/maximising-student-use-of-ILCs
Contact details: kerstin.dofs@cpit.ac.nz mhobbs@unitec.ac.nz

Donaghy, R. C. (2005). Studying self-directed learning: The personal stories of four scholars. International Journal of Self-Directed Learning, 2(2), 1-11.

dos Santos, V. M. X. & Horbach, V. (1999). EFL teacher and class management: Teaching and learning strategies. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (147-152). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Dressel, P. L. & Thompson, M. M. (1973). Independent study: A new interpretation of concepts. Practices and problems. San Francisco: Jossey Bass.

Drew, F. & Ottewill, R. (1998). Implications of the increasing provision of OLAF (open or self-access facilities) for course delivery and design. Language Learning Journal, 17, 70-74.

Drozdzial-Szelest, K. (1997). Language learning strategies in the process of acquiring a foreign language. Poznan, Poland: Motivex.

Duda, R, (1984). Apprendre à apprendre les langues: “Mais je veux être un handicapé linguistique”. Mélanges Pédagogiques, 15. Université de Nancy 2: CRAPEL.

Duda, R. (1988). Autonomisation et scolarisation en milieu scolaire. Mélanges Pédagogiques 18. Université de Nancy 2: CRAPEL.

Duda, R. (1993). Alternative language learning systems: Some analytical criteria, Mélanges Pédagogiques, 21. Université de Nancy 2: CRAPEL.

Duda, R. (1995). Student variability and the language resource centre: A case study. Mélanges Pédagogiques, 22.

Duda, R. (2001). Apprentissage autodirigé: Le rôle du conseiller. Le Français Dans le Monde, 318, 34-36.

Duda, R. (2001). De l'enseignement à l'apprentissage: l'autodirection comme stratégie alternative pour les formateurs en langues. In R. Johnston & G. D. Salins (Eds.), L’enseignement des langues aux adultes. Une pratique de la pédagogie pour une pédagogie de la pratique (13-19). Actes du colloque “Quelles pédagogies pour l’enseignement des langues aux adultes aujourd’hui” du 29-30 septembre 2001. Saint-Etienne: Publications de l'Université de Saint-Etienne.

Duda, R. & Riley, P. (1991). Learning styles. Nancy: Presses Universitaires de Nancy.

Duda, R. & Riley, P. (2000). Learning styles. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (346-351). London: Routledge.

Duda, R., & Tyne, H. (2010). Authenticity and autonomy in language learning. Bulletin suisse de linguistique appliquée, 92, 87-106.

Duda, R., Esch, E. & Laurens, J. P. (1972). Documents non-didactiques et formation en langues. Mélanges Pédagogiques. Université de Nancy 2: CRAPEL.

Duda, R., Laurens, J. P. & Remy, S. (1973). L’exploitation didactique de documents authentiques. Mélanges Pédagogiques 4. Université de Nancy 2: CRAPEL.

Duda, R., Moulden, H. & Rees, M. (1988). Assessing Metacognitive Ability. Mélanges Pédagogiques 18. Université de Nancy 2: CRAPEL.

Dudley-Marling, C. & Searle, D. (1995). Who owns learning? Questions of autonomy. choice and control. Portsmouth, NH: Heinemann.

Dufeu, B. (1994). Teaching myself. Oxford University Press.

Dufva, H. (2003). Beliefs in dialogue: A Bakhtinian view. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (131-152). Dordrecht: Kluwer.

Duncan, J. (1995). Setting up self-access learning in secondary schools. In M. Ingham & N. Bird (Eds.), Learning how to learn. Hong Kong: Hong Kong Institute of Education.

Dunlop, F. (1986). The education of the emotions and the promotion of autonomy: Are they really compatible? British Journal of Educational Studies, 34(2), 152-160.

Dyson, P. (1993). University of Oxford Self-access Language Study Centre. English Studies 10. London: British Council.

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press. [includes section on autonomy].

Dörnyei, Z. (2005). The psychology of the language Learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Dörnyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (589-630). Oxford: Blackwell.

E

Edelhoff, C. (1999). Lehrwerke und autonomie. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (63-79). Ismaning: Hueber.

Edelhoff, C. & Weskamp, R. (1999). Autonomes Fremdsprachenlernen. Ismaning: Hueber.

Edge, J. & Wharton, S. (1998). Autonomy and development: Living in the materials world. In B. Tomlinson (Ed.), Materials development in language teaching (pp.295-310). Cambrideg: Cambridge University Press.

Edmondson, D., Artis, A. & Bower, S. (2012). Self-directed learning: A meta-analytic review of adult learning constructs. International Journal of Education Research, 7(1).

Edmundson, E. & Fitzpatrick, S. (2000). Negotiating the syllabus: Learning needs analysis through pictures. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (163-175). Cambridge: Cambridge University Press.

Edwards, C. & Aoki, M. (1999). Goal setting and peer cooperation in a self-directed listening program. Hokkaido Musashi Women’s Junior College working papers, 32.

Edwards, C. & Aoki, M. (1999). Self-directed listening: Program and evaluation. Hokkaido Musashi Women’s Junior College working papers, 31.

Edwards, G. & Kelly A. V. (1998). Experience and education. London: Paul Chapman.

Edwards, R. (2001). Implementing language advising in a restricted environment. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (115-124). London: Centre for Information on Language Teaching and Research.

Ehrman, M. (1996). Understanding second language learning difficulties. Thousand Oaks, CA: Sage Publications.[Includes learner awareness issues and focus on learning styles and strategies].

Ehrman, M., Leaver, B. L. & Oxford, R. (2003). A brief overview of individual differences in second language learning. System, 31(4), 313-330.

Ekbatani, G. (2000). Moving toward learner-directed assessment. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (1-12). Mahwah, NJ: Lawrence Erlbaum.

Ekbatani, G. & Pierson, H. (Eds.). (2000). Learner-directed assessment in ESL. Mahwah, NJ: Lawrence Erlbaum.

Ektabani, G. & Pierson, H. (2000). Epilogue: Promoting learner-directed assessment. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL. Mahwah, NJ: Lawrence Erlbaum.

Elbaum, B. E., Berg, C. A. & Dodd. D. H. (1993). Previous learning experience, strategy beliefs, and task definition in foreign language learning. Contemporary Educational Psychology, 18, 318-336.

Ellis, G. (2000). ‘Is it worth it?’ Convincing teachers of the value of developing metacognitive awareness in children. In B. Sinclair, et al (Ed.), Learner autonomy, teacher autonomy: Future directions (78-88). London: Longman.

Ellis, G. & Sinclair, B. (1989). Learning to learn English: a course in learner training. Cambridge University Press.

Ellis, G. & Sinclair, B. (1984). Autonomy begins in the classroom. Modern English Teacher, 11(4), 45-47.

Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (525-551). Oxford: Blackwell.

Elsen, A. (2003). Profiling for Progress: Learner autonomy in writing skills development. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education. Frankfurt am Main: Peter Lang.

Elsen, A. & St. John, O. (2003). Profiling for progress: Learner autonomy in writing skills development. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (181-198). Frankfurt am Main: Peter Lang.

Elton LaClare (2011). Enhancing User Identification with the Independent Learning Centre at Sung Bin Home for Girls. SiSAL, 2(4), 304-308.

Engle S. H. & Ochoa, A. (1988). Education for democratic citizenship: Decision making in the social studies. New York: Teachers College Press.

http://lc.ust.hk/%7Eailasc/newsletters/onlinepaper/sultan.htm
Erdoğan, S. (2003). Learner training via course books, and teacher autonomy: A case of need. Learner Autonomy in Language Learning (Newsletter of the AILA Scientific Commission on Learner Autonomy in Language Learning) 9.

Eriksson, R. (1993). Teaching language learning: In-service training for communicative teaching and self-directed learning. Philadlephia, PA: Coronet Books (Goteborg Studies in Educational Sciences, 92).

Eriksson, R. & Miliander, J. (1991). Lärarstyrd elevplanerad engelska: Slutrapport från ett språkdidaktisk fortbildnings-projekt vid Högskolan I Karlsstad. Skolöverstyrelsen.

Esch, E. (1989). Keeping things going: Evaluation and development. In D. Little (Ed.), Self-access systems for language learning: A practical guide (66-89). Dublin: Authentik in association with CILT.

Esch, E. (1994). Self-access and the adult language learner. London: CILT.

Esch, E. (1994). Learner support: Interacting with learners. In E. Esch (Ed.), Self-access and the adult language learner (50-53). London: CILT.

Esch, E. (1994). Self-access, not self-service: Tesco versus Taylor's. In E. Esch (Ed.), Self-access and the adult language learner (63-67). London: CILT.

Esch, E. (1995). Exploring the concept of distance for language learning. ReCALL, 7(1), 5-11.

Esch, E. (1996). Promoting learner autonomy: Criteria for the selection of appropriate methods. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (35-48). Hong Kong: Hong Kong University Press.

Esch, E. (1997). Learner training for autonomous language learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (164-176). London: Longman.

Esch, E. (2001). Disseminating the practice of advising: Towards a new evaluation framework. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (25-39). London: Centre for Information on Language Teaching and Research.

Esch, R. & King, A. (1993). Monsieur Dumas, qui c'est ? Documents authentiques et appropriation du rôle de destinataire par les apprenants. Mélanges Pédagogiques, 21.

Eschenauer, J. (1999). Geschichte in Zeitlupe – Ein Ansatz zum autoomen Lernen im bilingualen Sachfachunterricht’. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (134-165). Ismaning: Hueber.

Evans, H. (2002). Using small group work to awaken individual learning strategies. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (191-194). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Evans, M. (1993). Flexible learning and modern language teaching. Language Learning Journal, 8, 17-21.

Evans, S. & Morrison, B. (2011). Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong. Journal of English for Specific Purposes, 30(3), 198-208.

Evans, S. & Morrison, B. (2012). Learning and using English at university: Lessons from a longitudinal study in Hong Kong. The Journal of Asia TEFL, 9(2), 21-47.

Evans, S. and Morrison, B. (2011). The student experience of English-medium higher education in Hong Kong.. Language and Education, 25(2), 147-162.

Everhard, C. (1993). Independent learning at the British Council Teaching Centre at Thessaloniki. English Studies 10. London: British Council.

F

Falout, J. F. (2002). Dropping Finch’s eggs: A reaction to “Projects for false beginners” presented by Andrew Finch & Hee-bon Finch. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (253-256). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Fan, J. P. (2004). Autonomy in foreign languages learning and cultivation of creative students in research university. Foreign Languages and their Teaching, 04(6), 19-21. (In Chinese).

Fan, M. & Xu, X. F. (2002). An evaluation of an online bilingual corpus for the self-learning of legal English. System, 30(1), 47-63.

Farmer, R. (1994). The limits of learner independence in Hong Kong. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 13-28), Hong Kong University Press.

Farmer, R. & Sweeney, E. (1994). Self-access in Hong Kong: A square peg in a round hole? Occasional Papers in Language Teaching 4 (pp. 24-30). (ELT Unit: Chinese University of Hong Kong).

Fernandes, J., Ellis, G. & Sinclair, B. (1990). Learner training: Learning how to learn. In D. Crookall & R. Oxford (Eds.), Simulation. gaming and language learning, Boston, MA: Newbury House/Heinle and Heinle.

Fernandes, V. & Nicolaides, C. (2002). Centro de auto-acesso: uma forma de desenvolver autonomia. In Anais do II Forum Internacional de Ensino de Linguas Estrangeiras. Pelotas, Brazil: Universidade Catolica de Pelotas e Universidade Federal de Pelotas.

Fernández-Toro, M. (1999). Training learners for self-instruction. London: CILT.

Fernández-Toro, M. & Jones, F. R. (1996). Going solo: Learners’ experiences of self-instruction and self-instruction training. In E. Broady & M-M Kenning (Ed.), Promoting learner autonomy in university language teaching (185-214). London: Association for French Language Studies/CILT.

Fernández-Toro, M. & Jones, F. R. (2001). DIY techniques for language learners. London: CILT.

Ferrier, B., et al. (1988). Student autonomy in learning medicine: Some participants' experiences. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 156-171). London: Kogan Page.

Ferris, D., et al. (1988). Promoting learner autonomy through fluency activities. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (93-116). Strasbourg: Council of Europe.

Feryok, A. (2013). Teaching for learner autonomy: the teacher's role and sociocultural theory. Innovation in Language Learning and Teaching, 7(3), 213-225.

Fielding, M. (1997). Empowerment: Emancipation or enervation? In D. Bridges, Education, autonomy and democracy citizenship (pp. 177-189). London: Routledge.

Figura, K. & Jarvis, H. (2007). Computer-based materials: a study of learner autonomy and strategies.. System, 35(4), 448-468.
http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCH-4R1FS6K-2&_user=10&_coverDate=12%2F31%2F2007&_rdoc=5&_fmt=high&_orig=browse&_srch=doc-info(%23toc%235955%232007%23999649995%23674741%23FLA%23display%23Volume)&_cdi=5955&_sort=d&_docanchor=&_ct

Figura, K. & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System, 35(4), 448-468.

Fisher, D., Hafner, C. & Young, J. (2006). Integrating independent learning: lessons learned and implications for the classroom. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (33-55). Dublin: Authentik.

Fisher, M., King, J. & Tague G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516-525.

Fitz-Gibbon, C. I. & Reay, D. G. (1982). Peer-tutoring: Brightening up FL teaching in an urban comprehensive school. British Journal of Language Teaching, 20(1), 39-44.

Fitzgerald, S. (1999). Multimedia provision in a self-access centre. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (73-93). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Fitzgerald, S., Morrall, A. & Morrison, B. (1997). Catering for individual learning styles: Experiences of orienting students in an Asian self-access centre. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.

Flowerdew, L. (1994). Incorporating aspects of style and tone in self-access CALL courseware. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 133-144), Hong Kong University Press.

Fonseka, E. A. (1997). Children’s song in promoting learner autonomy. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Fonseka, E. A. Gamini (2003). Autonomy in a resource-poor setting: Enhancing the carnivalesque. In D. Palfreyman & R.C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (147-163). Basingstoke: Palgrave Macmillan.

Foo, S. & Raja Maznah Raja Hussain (2010). Self-directed learning in a socioconstructivist learning environment. Procedia Social and Behavioral Sciences, 9.

Forbes, P. & King, A. (1994). Whatever is worth knowing can never be taught (Oscar Wilde). In Edith Esch (Ed.), Self-access and the adult language learner (54-60). London: CILT.

Forester, J. (1994). Self-access language learning for secondary school students. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 127-132), Hong Kong University Press.

Fowler, A. (1997). Developing independent learning. In A. Burns & S. Hood (Eds.), Teachers’ voices 2: Teaching disparate learner groups (115-123). Sydney: National Centre for English Language Teaching and Research.

Fox, J. (1994). Demystifying IT in second language learning. In E. Esch (Ed.), Self-access and the adult language learner (19-27). London: CILT.

Frankel, F. (1982). Self-study materials: Involving the learner. In M. Geddes & G. Sturtridge (Eds.), Individualisation (52-60). London: Modern English Publications.

Freidrich, M. & van Esch, K. (2003). Learner autonomy in initial foreign language teacher training: Writing skills. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education. Frankfurt am Main: Peter Lang.

Freire, P. (1998). Pedagogy of freedom : Ethics, democracy, and civic courage. Lanham: Rowman & Littlefield.

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder & Herder.

Freire, P. (1974). Education for critical consciousness. London: Sheed & Ward.

Friedrich, M. (2003). Meeting for meals. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (135-144). Frankfurt am Main: Peter Lang.

Friedrich, M. & van Esch, K. (2003). Learner autonomy in initial foreign language teacher training: Writing skills. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (199-207). Frankfurt am Main: Peter Lang.

Fu, G. S. (1999). Guidelines for productive language counselling: Tools for implementing autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (107-111). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Fuchs, C., Hauck, M., Muller-Hartmann, A. (2012). PROMOTING LEARNER AUTONOMY THROUGH MULTILITERACY SKILLS DEVELOPMENT IN CROSS-INSTITUTIONAL EXCHANGES. Language Learning & Technology, 16(3), 82-102.

Fumin, F. (2012). Teachers' Roles in Promoting Students' Learner Autonomy in China. English Language Teaching, 5(4).

Fumin, F. & Li, Z. (2012). Teachers' roles in promoting students' learner autonomy in China. English Language Teaching, 5(4), 51-56.

G

Gabel, S. (2001). Over-indulgence and under-representation in interlanguage: Reflections on the utilization of concordancers in self-directed foreign language learning. Computer Assisted Language Learning, 14(3-4), 269-288.

Gabrielsen, G. (1995). Et princip - mange veje. Undervisningsdifferentiering Engelsk, Fransk, Tysk. Vejle: Kroghs forlag.

Galleymore, J. (1977). Self-tutoring and assisted self-tutoring in modern languages at the Univerity of Aston. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 106-116). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Gan, Z. (2003). Self-directed language learning among university EFL students in Mainland China and Hong Kong: A study of attitudes, strategies and motivation. Ph.D Thesis. Hong Kong Polytechnic University.

Gan, Z., Humphrey, G. & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. The Modern Language Journal, 88(2) 229-244.

Ganly, D. (2012). Using personalisation to support independent learning. unpublished MA thesis. Dublin: the University of Dublin.

Gao, X. (2006). Understanding changes in Chinese students’ uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System, 34(1), 55-67.

Gao, X. (forthcoming, 2006). English corners as emerging communities of English learners from the Chinese mainland: Implications for research and pedagogy. Independence, IATEFL Learner Autonomy SIG Newsletter, Issue 39.

Gao, X. (2006). Interpreting Chinese students’ motives in a weekly English discussion group: A case study. Asian Journal of English Language Teaching, 16.

Gao, X. (2006). Strategies used by Chinese parents to support English language learning: Voices of “elite” university students. RELC Journal, 34(3), 285-298.

Gao, X. (2003). Changes in Chinese students’ learner strategy use after arrival in the UK: A qualitative inquiry. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (41-57). Basingstoke: Palgrave Macmillan.

Gao, X. (2004). A critical review of questionnaire use in learner strategy research. Prospect, An Australian Journal of TESOL, 19(3), 3-14.

Gao, X. (2006). Understanding Chinese students’ teacher-dependence by listening to students’ experience. In T. Farrell (Ed.), Language Teacher Research in Asia (pp. 61-74). Virginia: TESOL Publications.

Gao, X. (2007). A tale of Blue Rain Café: A study on the online narrative construction about a community of English learners on the Chinese mainland. System, 35(2), 259-270.
http://dx.doi.org/10.1016/j.system.2006.12.004

Gao, X. (2007). Language learning experiences and learning strategy research: Voices of a mainland Chinese student in Hong Kong. Innovation in Language Learning and Teaching, 1(2), 193-207.
http://www.multilingual-matters.net/illt/AoP/pdf/illt011.pdf

Gao, X. (2007). Has language learning strategy research come to an end? A response to Tseng et al. (2006). Applied Linguistics, 28(4), 615-620.
http://applij.oxfordjournals.org/cgi/reprint/28/4/615

Gao, X. (2008). You had to work hard ‘Cause you didn’t know whether you were going to wear shoes or straw sandals!. Journal of Language, Identity, and Education, 8(3), 169-187.
DOI: 10.1080/15348450802237798

Gao, X. (2008). Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: A longitudinal inquiry.. Studies in Higher Education, 33(5), 599-614.
DOI: 10.1080/03075070802373107.

Gao, X. (2013). Reflexive and reflective thinking: a crucial link between agency and autonomy. Innovation in Language Learning and Teaching, 7(3), 226-237.

Gao, X. & Lamb, T. (2011). Exploring links between identity, motivation and autonomy. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (1-8). Great Britain: Multilingual Matters.

Gao, X. & Zhang, L. J. (2011). Joining forces for synergy: Agency and metacognition as inerrelated theoretical perspectives on learner autonomy. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (25-41). Great Britain: Multilingual Matters.

Gao, X., Cheng, H., & Kelly, P. (2008). Supplementing an uncertain investment? Chinese alliances for English language learning.. Journal of Asia Pacific Communication, 18(1), 9-29.
DOI: 10.1075/japc.18.1.02gao.

Gardner, D. (1993). Interactive video in self-access learning: Development issues. In Interactive Multimedia ‘93. Proceedings of the 15th Annual Conference. Washington: Society for Applied Learning Technology.

Gardner, D. (1994). Creating simple interactive video for self-access. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 107-114). Hong Kong University Press.

Gardner, D. (1999). The evaluation of self-access centres. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (pp.111-122), Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters (Universitat Autónoma de Barcelona) 7.

Gardner, D. (2001). Making self-access centres more effective. In D. K. Kember, S. Candlin & L. Yan (Eds.), Further case studies of improving teaching and learning from the action learning project (pp.143-160) Hong Kong: Action Learning Project.

Gardner, D. (1993). Copyright, publishers and self-access centres. Hong Kong Papers in Linguistics & Language Teaching, 16, 111-116.

Gardner, D. (1994). Student-produced video documentary: Hong Kong as a self-access resource. Hong Kong Papers in Linguistics and Language Teaching, 17, 45-54.

Gardner, D. (1995). A methodology for converting teaching materials to self-access learning materials. Modern English Teacher, 4(3), 53-57.

Gardner, D. (1996). Self-assessment for self-access learning. TESOL Journal, 5(3), 18-23.

Gardner, D. (2002). Evaluating self-access learning. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (60-69). Dublin: Authentik.

Gardner, D. (2006). Integrating self-access learning into an ESP course. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (8-32). Dublin: Authentik.

Gardner, D. (2006). Learner autonomy 10: Integration and support. Dublin: Authentik.

Gardner, D. & Miller, L. (1997). A Study of Tertiary Level Self-Access Facilities in Hong Kong. Hong Kong: City University of Hong Kong.
http://ecdev.hku.hk/SALL_Report/

Gardner, D. & Miller, L. (2011). Managing self-access language learning: Principles and practice. System, 39(1), 78-89.

Gardner, D. & Blasco Garcia, R. (1996). Interactive video as self-access support for language-learning beginners. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (219-232). Hong Kong: Hong Kong University Press.

Gardner, D. & Miller, L. (1994). Directions in self-access language learning. Hong Kong University Press.

Gardner, D. & Miller, L. (1996). Tasks for independent language learning. TESOL.

Gardner, D. & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge University Press.

Gardner, D. & Miller, L. (1997). A study of tertiary level self-access facilities in Hong Kong. ESEP, City University: Hong Kong.

Gardner, R. C. (1997). Individual differences and second language learning. In R. G. Tucker & D. Corson (Eds.), Encyclopedia of language and education. Volume 4: Second language education. Amsterdam: Kluwer.

Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of setting. Review of Educational Research, 60, 517-529.

Garratt, L. (1994). Self-access: For or against? Occasional Papers in English Language Teaching 4. Hong Kong: ELT Unit, Chinese University of Hong Kong.

Garrett, P. & Shortall, T. (2002). Learners’ evaluations of teacher-fronted and student-centred classroom activities. Language Teaching Research, 6(1), 25-57.

Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Education Quarterly, 42(3), 136-148.

Gathercole, I. (1990). Autonomy in language learning. London: CILT.

Geddes, M. (1982). A teacher training workshop on individualisation. In M. Geddes & G. Sturtridge (Eds.), Individualisation. London: Modern English Publications.

Geddes, M. (2000). Interdependence can help independence. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (93-99). Dublin: Trinity College, Centre for Language and Communication Studies.

Geddes, M. & Sturtridge, G. (1982). Individualisation. Modern English Publications.

Gergen, K. J. (1991). The saturated self: Dilemmas of identity in contemporary life. New York: Basic Books.

Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. San Fransisco: Jossey-Bass.

Gibbons, M., Bailey, A., Comeau, P., Schmuck, J., Seymour, S. & Wallace, D. (1980). Toward a theory of self-directed learning: a study of experts without formal training. Journal of Humanistic Psychology, 20(2), 41-56.

Gibbs, B. (1979). Autonomy and authority in education. Journal of Philosophy of Education, 13, 119-132.

Gibbs, G. (1981). Teaching students to learn. Milton Keynes: The Open University Press.

Gibbs, G. (1992). Improving the quality of student learning. Bristol: Technical & Educational Services Ltd.

Gieve, S. & Clark, R. (2005). ‘The Chinese approach to learning’: Cultural trait or situated response? The case of a self-directed learning programme. System, 33(2), 261-276.

Gilfillan, B. (1991). Helping learners to learn: A learner training document for the school classroom. Guidelines, 13(2), 100-12.

Gillette, B. (1994). The role of learner goals in L2 success. In J. P. Lantolf & M. Appel (Eds.), Vygotskyan approaches to second language research (195-213). Norwood, NJ: Ablex.

Giroux, H. A. (1983). Theories and resistance in education. London: Heinemann Educational Books.

Giroux, H. A. (1988). Schooling and the struggle for public life: Critical pedagogy in the modern age. Minneapolis: University of Minnesota Press.

Gjørven, R. & Trebbi, T. (1997). Apprendre à apprendre une langue en contexte institutionnel: aux examples norvégiens. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (191-206). Strasburg: Editions du Conseil de l’Europe.

Glenn, C. (2000). The concept of educational autonomy. In W. Berka, J. de Groof & H. Penneman (Eds.), Autonomy in education (11-20). The Hague: Kluwer Law International.

Gläsmann, S. (2006). Buddy up! Encouraging Online Collaboration in University Language Learning. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology, 15(3), 4-11.

Goforth, D. (1994). Learner control = 3D decision making + information: A model and meta-analysis. Journal of Educational Computing Research, 11, 1-26.

Gohwong, N. (1997). Learning independence and workplace managerial problems. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Goldschmid, M. (1988). “Parrainage”: Students helping each other. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 150-155). London: Kogan Page.

Goshi, M. (2002). Reading instruction: Who teaches what? In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (129-136). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Gottlieb, M. (2000). Portfolio practices in elementary and secondary schools: Toward learner-directed assessment. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (89-104). Mahwah, NJ: Lawrence Erlbaum.

Gougher, R.L. (1972). Individualization of instruction in foreign languages: A practical guide. Philadelphia, PA: Centre for Curriculum Development.

Grant, R. (1985). Self-access questionnaire: Results and analysis. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (218-235). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Greenberg, E. (1992). Creativity, autonomy, and evaluation of creative work: artistic workers in organizations. The Journal of Creative Behaviour, 26(2), 75-80.

Greenfield, J. & Livingston, E. (2002). Ethics and EFL: Learning to argue logically in English. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (107-116). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Greg Kessler (2010). Fluency and anxiety in self access speaking tasks: The influence of environment. Computer Assisted Language Learning, 23(4), 359-373.

Gremmo M. J. (1998). Learner autonomy: Defining a new pedagogical relationship. FORUM for Modern Language Studies, 34(2). University of St Andrews, Oxford University Press.

Gremmo, M. J. (1999). Améliorer son expression orale en autodirection'. Mélanges Pédagogiques, 24. Université de Nancy 2: CRAPEL.

Gremmo, M. J. (1988). Autonomie dans l'apprentissage: l'évaluation par les apprenants d'un système autodirigé. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (107-120). Strasbourg: Council of Europe.

Gremmo, M. J. (1995). Conseiller n'est pas enseigner: le rôle du conseiller dans l'entretien de conseil’. Mélanges Pédagogiques, 22.

Gremmo, M. J. (1995). Former les apprenants à apprendre: les leçons d'une expérience’. Mélanges Pédagogiques, 22.

Gremmo, M. J. (1997). Améliorer son expression orale en auto-direction. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (103-122). Strasburg: Editions du Conseil de l’Europe.

Gremmo, M. J. (2000). Autodirecton et innovation: raisons d’être d’un Réseau Européen. Mélanges CRAPEL, 25, 13-27.

Gremmo, M. J. (2003). Aider l’apprenant à mieux apprendre: le rôle du conseiller ou le discours comme lieu de rencontre pédagogique. In B. Albero (Ed.), Autoformation et enseignement supérieur. Paris: Hermès.

Gremmo, M. J. & Abé, D. (1985). Teaching learning: Redefining the teacher’s role. In P. Riley (Ed.), Discourse and learning (233-247). London: Longman.

Gremmo, M. J. & Castillo, D. (2006). Advising in a Multilingual Setting: New Perspectives for the Role of the Advisor. In T. Lamb & H. Reinders (Eds.), Supporting independent Learning: Issues and interventions. Frankfurt: Peter Lang.

Gremmo, M. J. & Riley, P. (1995). Autonomy, self-direction and self-access in language teaching and learning: The history of an idea. System, 23(2), 151-164. (Also published in French in Mélanges Pédagogiques, 23)

Greve, W., Rothermund, K. & Wentura, D. (2005). The adaptive self: Personal continuity and intentional self-development. Cambridge, Mass: Hogrefer and Huber.

Griffith, R. (1998). Educational citizenship and independent learning. London: Jessica Kingsley.

Grima, A. C. (2000). Learning to learn. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (351-353). London: Routledge.

Groß, A. & Wolff, D. (2001). A multimedia tool to develop learner autonomy. Computer assisted language learning, 14(3-4), 233-249.

Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale. Ph.D Thesis. University of Georgia.

Guglielmino, L. M., Asper, D., Findley, B., Lunceford, C., McVey, R. S., Payne, S., Penney, G., Phares, L. (2005). Common barriers, interrupters and restarters in the learning projects of highly self-directed adult learners. International Journal of Self-Directed Learning, 2(1), 71-93.

Guglielmino, L. M., Long, H. B., & Hiemstra, R. (2004). Historical perspectives series: Self-direction in learning in the United States. International Journal of Self-Directed Learning, 1(1), 1-17.

Guillot, M. N. (1993). Computer information systems and learner independence - A word of caution. ReCALL, 8, 16-20.

Guillot, M. N. (1996). Resource-based language learning: pedagogic strategies for Le Monde sur CD-ROM. In E. Broady & M-M Kenning (Ed.), Promoting learner autonomy in university language teaching (139-158). London: Association for French Language Studies/CILT.

H

Hacker, P. & Barkhuizen, G. (2007). Autonomous teachers, autonomous cognition: Developing personal theories through reflection in language teacher education. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Hafner, C. & Young, J. (2006). From teacher to facilitator: developing perspectives. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (103-126). Dublin: Authentik.

Hafner, C., Miller L. (2011). FOSTERING LEARNER AUTONOMY IN ENGLISH FOR SCIENCE: A COLLABORATIVE DIGITAL VIDEO PROJECT IN A TECHNOLOGICAL LEARNING ENVIRONMENT1. Language Learning & Technology, 15(3), 68-86.

Hale, C. (2006). Challenging tradition: Establishing a self-access language learning center in a Japanese academic high school. In Farrell, T (Ed.), Language Teacher Research in Asia. Virginia: TESOL.

Hall, D. & Kenny, B. (1988). An approach to a truly communicative methodology: The AIT pre-sessional course. English for Specific Purposes, 7, 19-32.

Hamid, M. O., Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary school students in Bangladesh. TESOL Quarterly, 43(2), 281-308.

Hamilton, J. (1990). Letting go. In I. Gathercole (Ed.), Autonomy in language learning (38-44). London: CILT.

Hammond, M. & Collins, R. (1991). Self-directed learning: Critical practice. London: Kogan Page.

Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing for language learning. ReCALL Journal, 15(1), 21-35.

Hand, M. (2006). Against autonomy as an educational aim. Oxford Review of Education, 32(4), 535-550.

Hanisch, K. & Risholm, B. (1994). Inte bara glosor, fröken! Elevplanerad inlärning I engelska. Sverige: Almquist & Wiksell.

Hanor, J. H., & Hayden, K. L. (2004). Advancing growth in educational technology using reflective practice and self-directed learning. International Journal of Self-Directed Learning, 1(2), 53-62.

Harber, C. (1992). Democratic learning and learning democracy: Education for active citizenship. Ticknell, U.K: Education Now.

Harding, E. & Legras, M. (1974). La bibliothèque sonore et ses implications pédagogiques. Mélanges Pédagogiques, 5.

Harding, H. (1981). Counselling for language learning at University of Cambridge: Progress report on an experiment. Mélanges Pédagogiques, 12, Université de Nancy 2: CRAPEL.

Harding-Esch, E. M. (1977). Of some limits to autonomous programmes in language learning. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 67-76). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Harding-Esch, E. M. (1982). The open access sound and video library of the University of Cambridge: Progress report and development. System, 10(1), 13-28.

Harding-Esch, E.M. (1977). Self-directed learning and autonomy. Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Harmer, J. (2001). The practice of English language teaching. (3rd ed.). London: Pearson Education. [includes chapter on autonomy].

Harri-Augstein, S. & Thomas, L. (1991). Learning conversations. London: Routledge.

Harris, R. McL. (1990). Reflections on self-directed adult learning: Some implications for educators of adults. Studies in Continuing Education, 11(2), 102-116.

Harris, V. & Noyau, G. (1990). Collaborative learning: Taking the first steps. In I. Gathercole (Ed.), Autonomy in language learning (55-64). London: CILT.

Harrison, L. (1996). Learner independence worksheets. Whitstable: IATEFL.

Harrison, R. (2000). Learner managed learning: Managing to learn or learning to manage? International Journal of Lifelong Education, 19(4), 312-321.

Hart, I. (1993). Interactive video in self-access learning: evaluation issues. In Interactive multimedia ‘93. Proceedings of the 15th Annual Conference. Washington: Society for Applied Learning Technology.

Hart, N. (2002). Developing profiles for intra-group learner autonomy. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (97-106). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Hart, N. (2002). Intra-group autonomy and authentic materials: A different approach to ELT in Japanese colleges and universities. System, 30(1), 33-46.

http://www.eurodl.org/materials/contrib/2005/Mirjam_Hauck.htm
Hauck, M., & Hurd, S. (November 2005). Exploring the link between language anxiety and learner self-management in face-to-face and virtual language learning contexts. European Journal of Open, Distance and E-Learning.

Haughton, G. & Dickinson, L. (1989). Collaborative assessment by masters’ candidates in a tutor-based system. Language Testing, 5(2), 233-246.

Hawkins, E. (1984). Awareness of language: An introduction. Cambridge University Press.

Hayward, K. (1994). Self-access writing centres. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 39-42), Hong Kong University Press.

Hayward, K. (1994). Writing in self-access. Occasional Papers in Language Teaching, 4 (ELT Unit: Chinese University of Hong Kong), 31-36.

He, A. E. (2002). Learning English in different linguistic and socio-cultural contexts. Hong Kong Journal of Applied Linguistics, 7(2), 107-121.

Healey, D. (1993). Learner choices in self-directed second-language learning. Ph.D. dissertation, University of Oregon. Ann Arbor, MI: UMI Dissertation Services.

Healey, M. (1998). Resource-based learning in geography. Cheltenham: Cheltenham & Gloucester College of Higher Education.

http://oregonstate.edu/%7Ehealeyd/tesol2002/autonomy.html
Healy, D. (2002). Learner autonomy with technology: What do language learners need to be successful? TESOL 2002 CALL-IS Academic Session.

Healy, D. (1999). Theory and research: Autonomy and language learning. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice and critical issues (391-402). Alexandria, VA: TESOL.

Heaney, T. W. & Horton, A. I. (1990). Reflective engagement for social change. In J. Mezirow & associates (Ed.), Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (74-98). San Francisco: Jossey-Bass.

Heath, S. B. (1992). Literacy skills or literate skills? Considerations for ESL/EFL learners. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 40-55). Cambridge University Press.

Heathcote, G. (1997). Developing personal autonomy in continuing professional development. In D. Bridges, Education, autonomy and democracy citizenship (pp. 165-176). London: Routledge.

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford University Press. [includes chapter on autonomy]

Heller, T. C., Sosna, M. & Wellbery, D. E. (1988). Reconstructing individualism: Autonomy, individuality, and the self in western thought (pp. 1-15). Stanford University Press.

Helmore, H. (1985). A report on a self-directed learning course. Parts 1 & 2. Waterloo, NSW: Institute of Technical and Adult Teacher Education: Sydney College of Advanced Education.

Helmore, H. (1987). Self-directed learning: A handbook for teachers: 1 Helping individual learners. Waterloo, NSW: Learning Assistance Centre: Sydney College of Advanced Education.

Henner-Stanchina, C. (1982). Listening comprehension strategies and autonomy: Why error analysis? Mélanges Pédagogiques, 13. Université de Nancy 2: CRAPEL.

Henner-Stanchina, C. (1985). Two years of autonomy: Practice and outlook. In P. Riley (Ed.), Discourse and learning (191-205). London: Longman (First published in Mélanges Pédagogiques, 8, 1976).

Henner-Stanchina, C. (1986/87). Autonomy as metacognitive awareness: Suggestions for training self monitoring of listening comprehension. Mélanges Pédagogiques, 17.

Henner-Stanchina, C. & Holec, H. (1977). Evaluation in an autonomous learning scheme. Mélanges Pédagogiques, 8, Université de Nancy 2: CRAPEL.

Henner-Stanchina, C. & Riley, P. (1978). Aspects of autonomous learning. In E. Smyth (Ed.), Individualisation in language learning. ELT Documents 103. London: The British Council.

Herman, R. (1982). The design of self-directed learning: A handbook for teachers and administrators. Toronto: The Ontario Institute for Studies in Education Press.

Heron, J. (1988). Assessment revisited. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 77-90). London: Kogan Page.

Herrington, A. & Herrington, J. (2006). Authentic learning environments in higher education. Hershey, PA: Information Science Publishing.

Hess, H. W. (2001). Resource databases for self-access language learning. In D. K. Kember, Candlin, S. & Yan, L (Eds.), Further case studies of improving teaching and learning from the action learning project (361-376). Hong Kong: Action Learning Project.

Hiemstra, R. (2004). Self-directed learning lexicon. International Journal of Self-Directed Learning, 1(2), 1-6.

Hiemstra, R. (2006). Is the internet changing self-directed learning? Rural users provide some answers. International Journal of Self-Directed Learning, 3(2), 45-60.

Hiemstra, R. & Brockett, R.G. (1994). Overcoming resistance to self-direction in adult learning. San Francisco: Jossey Bass.

Higgs, J. (1988). Planning learning experiences to promote autonomous learning. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 40-58). London: Kogan Page.

Hill, B. (1982). Learning alone: Some implications for course design. In M. Geddes & G. Sturtridge (Eds.), Individualisation (71-75). London: Modern English Publications.

Hill, B. (1994). Self-managed learning: State of the art article. Language Teaching, 27, 213-223.

Hill, T. E. (1991). Autonomy and self-respect. Cambridge University Press.

Hirvela, A. & Pierson, H. (2000). Portfolios: Vehicles for authentic self-assessment. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (105-126). Mahwah, NJ: Lawrence Erlbaum.

Ho, B. (1997). Reactions of students to reflective learning in a technical report-writing course. ESP Journal, 16(3), 211-227.

Ho, J. & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235-244.

Hoban, S., & Hoban, G. (2004). Self-esteem, self-efficacy, and self-directed learning: Separate, but interrelated. International Journal of Self-Directed Learning, 1(2), 7-25.

Hobbs, M. & Jones-Parry, J. (2006). In the eye of the beholder: student opinions of language advisory services in two Independent Learning Centres. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (127-144). Dublin: Authentik.

Hobbs, M., & Dofs, K. (Eds) (2013). Autonomy in a networked world: ILAC Selections 5th Independent Learning Association Conference 2012. Christchurch: Independent Learning Association.
http://www.independentlearning.org/proceedings-wellington-2012.html
The ILAC Selections are free to download from the website

Hoeflaak, A. & Verloop, N. (2000) Vers une autonomie croissante de l’apprenant du francais langue etrangere? Canadian Modern Language Review, 56, 4.

Hoffman, A. (1999). Discourse surrounding goals in an undergraduate ESL writing course. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (129-142). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Hoffmans-Gosset, M. A. (1996). Apprendre l'autonomie. Apprendre la socialisation. Lyon: Chronique Sociale.

Holden, W. R. (2002). Listening skills and learner development. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (155-164). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Holec H. (1979). Prise en compte des besoins et apprentissage auto-dirigé. Mélanges Pédagogiques, 10, Université de Nancy 2: CRAPEL.

Holec, H. (1981). A propos de l'autonomie: quelques éléments de réflexion. In Etudes de Linguistique Appliquée: Autonomie de l'apprentissage et apprentissage de l'autonomie. n° 41, Didier Erudition, Paris.

Holec, H. (1985). On autonomy: Some elementary concepts. P. Riley (Ed.), Discourse and learning (pp. 173-190). London: Longman.

Holec, H. (1990). Des documents authentiques, pour quoi faire?. Mélanges Pédagogiques, 20. Université de Nancy 2: CRAPEL

Holec, H. (1990). Qu'est-ce qu'apprendre à apprendre? Mélanges Pédagogiques, 20, 75-87. Université de Nancy 2: CRAPEL.

Holec, H. (2000). Le C.R.A.P.E.L. à travers les âges. Mélanges CRAPEL, 25. Université de Nancy 2.

Holec, H. (1973). Un exemple de formation à distance. Mélanges Pédagogiques, 4.

Holec, H. (1980). Learner training: Meeting needs in self-directed learning. In H. B. Altman & C. Vaughan James (Eds.), Foreign language learning: Meeting individual needs (30-45). Oxford: Pergamon.

Holec, H. (1981). Autonomy in foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe.).

Holec, H. (1985). Declaration of independence: autonomy and self-direction in language learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (1-19). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Holec, H. (1985). Self-assessment. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (141-158). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Holec, H. (1987). The learner as manager: managing learning or managing to learn? In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (145-156). London: Prentice Hall.

Holec, H. (1988). General presentation, Prospects / Présentation Génerale. Perspectives. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (5-18). Strasbourg: Council of Europe.

Holec, H. (1988). Autonomy and self-directed learning: Present fields of application. Strasbourg: Council of Europe.

Holec, H. (1988). Souvent thème varie: Le cas des objectifs. Mélanges Pédagogiques, 18.

Holec, H. (1997). Main features of the educational approach adopted. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (13-32). Strasburg: Editions du Conseil de l’Europe.

Holec, H. (1999). De l'apprentissage autodirigé considéré comme une innovation. Mélanges Pédagogiques, 24.

Holec, H. (2007). A brief historical perspective on learner and teacher autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Holec, H. & Gremmo, M. J. (1986/87). Evolution de l'autonomie de l'apprenant: le cas de l'apprenant D. Mélanges Pédagogiques, 17.

Holec, H. & Huttunen, I. (1997). Learner autonomy in modern languages: Research and development. Strasburg: Editions du Conseil de l’Europe.

Holliday, A. (2001) Finding social autonomy. In P. Bodycott & V. Crew (Eds.) Language and cultural immersion: Perspectives on short term study and residence abroad (pp.123-131). Hong Kong: Hong Kong Institute of Education.

Holliday, A. (2005) The struggle to teach English as an International Language. Oxford University Press. [includes chapter on autonomy]

Holliday, A. (1999). Authenticity and autonomy: the struggle to relate education to people. In V. Crew, V. Berry & J. Hung (Eds.), Exploring diversity in the language curriculum (171-184). Hong Kong: Hong Kong Institute of Education.

Holliday, A. (2003). Social autonomy: Addressing the dangers of culturism in TESOL. In D. Palfreyman & R.C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (110-126). Basingstoke: Palgrave Macmillan.

Holmes, B. (1990). First steps towards autonomy for pupils with learning difficulties. In I. Gathercole (Ed.), Autonomy in language learning (65-76). London: CILT.

Holt, J. C. (1973). Freedom and beyond. London: Penguin.

Hood, P. (2000). A reading of autonomy: Evidence from British secondary school modern foreign language learners on the role of reading tasks in their learning. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.37-47). London: Longman.

Hood, P. (2003). Differentiation in the reading classroom. In M. Jiménez Raya & T. Lamb (Eds), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Hood, S. (1985). The development of reading and writing skills in an individual learning centre. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (259-270). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Horwitz, E. K. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: A review of BALLI studies. System, 27(3), pp. 557-576.

Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (119-129). London: Prentice Hall.

Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.

Hosenfeld, C. (2003). Evidence of emergent beliefs of a second language learner. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (37-54). Dordrecht: Kluwer.

Hosseini Bidokht M. & Assareh, A. (2011). Life-long learners through problem-based and self directed learning. Procedia Computer Science, 3.

Houghton, D., Long, C. & Fanning, P. (1988). Autonomy and individualization in language learning: the role and responsibilities of the EAP tutor. In A. Brookes & P. Grundy (Eds.), Individualization & autonomy in language learning (pp. 75-87). ELT Documents 131. Modern English Publications / British Council.

Hoven, D. (1999). CALL-ing the learner into focus: towards a learner-centred model. In R. Debski & Levy, M (Ed.), WORLDCALL: Global perspectives on computer-assisted language learning (149-168). Lisse: Swets and Zeitlinger.

Huang, J. (1998). English corner and EFL extracurricular writing. English Teaching Forum, 36(2), 29-31.
http://exchanges.state.gov/forum/vols/vol36/no2/p29.htm

Huang, J. (2003). Coming to terms with difficulties and constraints: A classroom-based investigation of EFL learning in a Chinese university. Unpublished MA dissertation. National University of Singapore:

Huang, J. (2003). Coming to terms with difficulties and constraints: A classroom-based investigation of EFL learning in a Chinese university. Unpublished MA dissertation, National University of Singapore.

Huang, J. (2005). A diary study of difficulties and constraints in EFL learning. System, 33(4), 609-621.

Huang, J. (2005). Metacognition training in the Chinese university classroom: An action research study. Educational Action Research, 13(3), 413-434.

Huang, J. (2005). Teacher autonomy in language learning: A review of the research. In K.R. Katyal, H.C. Lam & X.J. Ding (Eds.), Research Studies in Education (Volume 3) (203-218). : Faculty of Education, The University of Hong Kong.

Huang, J. (2006). Learner resistance in metacognition training? An exploration of mismatches between learner and teacher agendas. Language Teaching Research, 10(1), 95-117.

Huang, J. (2006). Learner autonomy in the Chinese university classroom: An insider perspective on teacher-learner role relationships. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning (84-103). Dublin: Authentik.

Huang, J. (2006). Fostering learner autonomy within constraints: Negotiation and mediation in an atmosphere of collegiality. Prospect: An Australian Journal of TESOL, 21(3).

Huang, J. (2006). On offering training in learner autonomy to pre-service teachers. AILA Research Network on Learner Autonomy in Language Learning Newsletter.
http://www.aiu.ac.jp/~renlanews

Huang, J. (2011). A dynamic account of autonomy, agency and identity in teaching English as a foreign language learning. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (229-246). Great Britain: Multilingual Matters.

Huang, X. H. & van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics, 8(3), 287-307.

Hubbard, P. (2004). Learner training for effective use of CALL. In S. Fotos, C. Browne (Eds.), New perspectives on CALL for second language classrooms (45-68). Mahwah NJ: Lawrence Erlbaum.

Hubbard, P. & Reinders, H. (2012). CALL and autonomy. Affordances and constraints. In Thomas, M., Reinders, H. & M. Warschauer (Eds.), Contemporary CALL. New York: Continuum.

Hui, Y. (2010). Teacher-Learner Autonomy in Second Language Acquisition. CANADIAN SOCIAL SCIENCE, 6(1), 66-69.

Hurd, S. (1998). Autonomy at any price? Issues and concerns from a British HE perspective? Foreign Language Annals, 31(2), 219-230.

Hurd, S. (1998). Too carefully led or too carelessly left alone? Language Learning Journal, 17, 70-74.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1573
Hurd, S. (2002). Learner difference in independent language learning contexts. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Hurd, S. (2006). Towards a Better Understanding of the Dynamic role of the Distance Language Learner: Learner Perceptions of Personality, Motivation, Roles and Approaches. Distance Education, 27(3), 299-325.

Hurd, S. (1994). The Language Learning Centre at the University of Central Lancashire: A case study. In E. Esch (Ed.), Self-access and the adult language learner (126-134). London: CILT.

Hurd, S. (1999). Developing skills for the 21st century: Lessons from autonomy in language learning. New Academic, 8(1), 3-7.

Hurd, S. (2000). Strategy use and distance language learners: Perceptions, practice and possibilities. Links & Letters (Universitat Autónoma de Barcelona), 7.

Hurd, S. (2001). Managing and supporting language learners in open and distance learning environments. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (135-148). London: Centre for Information on Language Teaching and Research.

Hurd, S. (2004). Autonomy and the distance language learner. In B. Holmberg, et al (Ed.), Distance education and languages: Evolution and change. Clevedon: Multilingual Matters.

Hurd, S. (2005). Distance learning in Modern Languages. In J. A. Coleman & J. Klapper (Eds.), Effective learning and teaching in modern languages (142-147). London: Routledge.

Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: learner perceptions of personality, motivation, roles and approaches. Distance Education, 27(3), 299-325.

Hurd, S. (2007). Distant voices: learners’ stories about the affective side of learning a language at a distance.. Innovation in Language Learning and Teaching, Listening to Learners’ Voices Special issue, 1(2), 142-159.

Hurd, S. (2007). Anxiety and non-anxiety in a distance language learning environment: the distance factor as a modifying influence.. System, 35(4), 487-508.

Hurd, S. (2007). Distant voices: learners' stories about the affective side of learning a language at a distance. Innovation in Language Learning and Teaching, Learners' Voices Special issue, 1(2), 142-159.

Hurd, S. (2007). Anxiety and non-anxiety in a distance language learning environment: the distance factor as a modifying influence. System, 35(4), 487-508.

Hurd, S. (2008). Affective factors and strategy use in a distance language context: a pilot study using think-aloud verbal protocols. USA: Texas Papers in Foreign Language Education (TPFLE), 11(1), 133-158.

Hurd, S. (2008). Investigating affect in a distance language learning context: approaches and methods. RTVU ELT Express, 21(2).
http://www1.open.edu.cn/elt/21/22.htm

Hurd, S. (2008). Affect and strategy use in independent language learning. In Hurd, S. & Lewis, T. (eds) (Eds.), Language Learning Strategies in Independent Settings (218-236). Bristol: Multilingual Matters.

Hurd, S. (2011). Research methods to investigate emotions in independent language learning: A focus on think-aloud verbal protocols. In Morrison, B. (Ed.), Independent Language Learning: Building on Experience, Seeking New Perspectives (87-100). Hong Kong: Hong Kong University Press.

Hurd, S. & Lewis, T. (eds) (2008). Language Learning Strategies in Independent Settings. Bristol: Multilingual Matters.

Hurd, S. & Murphy, L. (2005). Success with languages. London: Routledge.

Hurd, S. & Murphy, L. (2012). Learner contributions in an open and distance language setting. In Mynard, J. & Carson, L. (eds) (Eds.), Advising in Language Learning: Dialogues, Tools and Context (213-230). Harlow: Pearson Education Ltd..

Hurd, S. & Xiao, J (2010). Anxiety and Affective Control among Distance Language Learners in China and the UK. RELC Journal, 41(2), 183-200.

Hurd, S., & Xiao, J. (2006). Open and distance language learning at the Shantou Radio and TV University, China and the Open University, UK: A cross-cultural perspective. Open Learning, 21(3).

Hurd, S., Beaven, T. & Ortega, A. (2001). Developing autonomy in a distance learning context: Issues and dilemmas for course writers. System, 29(3), 341-355.

Huttunen, I. (1996). Kielipainotteinen vai merkityskeskeinen oppimisympäristö? 6, 12-14.

Huttunen, I. (1986). Towards foreign language learning in senior secondary school. Oulu, Finland: Department of Teacher Education, University of Oulu (Acta Univ. Oul. Series E. Paedag 3).

Huttunen, I. (1988). Towards learner autonomy in a school context. In H. Holec (Ed.), Autonomy and self-directed learning: Fields of application (31-40). Strasbourg: Council of Europe.

Huttunen, I. (1997). The main outcomes of the projects. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (33-84). Strasburg: Editions du Conseil de l’Europe.

Huttunen, I. (2003). Planning learning: the role of teacher reflection. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (122-134). Dublin: Authentik.

Hyland, F. (2004). Learning autonomously: contextualising out-of-class English language learning. Language Awareness, 13(3), 180-202.

Häuptle-Barceló, M. (1999). Lernstrategien und autoomes Lernen. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (50-62). Ismaning: Hueber.

I

Ibrahim-Gonazalez, N., Noordin, N. (2012). Learner Autonomy via Self-Assessment in Consecutive Interpreting for Novice Learners in a Non-Interpreting Environment. Sino-US English Teaching, 9(4), 1065-1073.

Ife, A. (2000). Language learning and residence abroad: How self-directed are language students? Fremdsprachen und Hochschule, 60, 42-63.

Ife, A. (1994). From continuing to higher education: Open-access learning at Anglia Polytechnic University. In E. Esch (Ed.), Self-access and the adult language learner (68-72). London: CILT.

Illes, E. (2012). Learner autonomy revisited. ELT Journal, 66(4), 505-513.

Illich, I. (1971). Deschooling society. New York: Harper & Row.

Indabawa, A. S. (1997). Pupils’ autonomy, cultural hegemony and education for democracy in an African society. In D. Bridges, Education, autonomy and democracy citizenship (pp. 190-202). London: Routledge.

Ingham, M. & Bird, N. (1995). Learning how to learn. Hong Kong: Hong Kong Institute of Education.

Innes, S. (1977). The evaluation of BBC language courses with particular reference to “Kontakte” and “Ensemble”. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 117-159). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Irie, K. & Stewart, A. (Eds.) (2011). Realizing Autonomy: Practice and Reflection in Language Education Contexts. Basingstoke, UK: Palgrave Macmillan.

Irujo, S. (2000). A process syllabus in a methodology course: Experiences, beliefs, challenges. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (209-222). Cambridge: Cambridge University Press.

Ismail, N., Yusof, M. (2012). Using Language Learning Contracts as a Strategy to Promote Learner Autonomy among ESL Learners. Procedia - Social and Behavioral Sciences, 66, 472-480.

Ivanic, R. (2000). Negotiation, process, content and participants’ experience in a process syllabus for ELT professionals. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (233-247). Cambridge: Cambridge University Press.

J

Jaatinen R. (2001). Autobiographical knowledge in foreign language education and teacher development.. In Kohonen V., Kaikkonen P., Jaatinen R. & Lehtovaara J. (Eds.), Experiential learning in foreign language education. (106-140). London: Pearson education..

Jaatinen, R. (2007). Learning Languages, Learning Life-skills. Autobiographical Reflexive Approach to Teaching and Learning a Foreign Language. New York: Springer.

Jafarpur, A. & Yamini, M. (1995). Do self-assessment and peer-rating improve with training? RELC Journal, 26(1), 63-85.

James, C. V. & Garrett, P., (1991). Language awareness in the classroom. London: Longman.

Jamieson, A. (2001). The advisor at work. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (53-65). London: Centre for Information on Language Teaching and Research.

Jamieson, J. & Chapelle, C. (1987). Working styles on computers as evidence of second language learning strategies. Language Learning, 37(4), 523-544.

Jarvis, H. (2008). Computers and independent study: practices and perceptions of students. In P. Torres & R. Marriot (Eds.), Handbook of Research on E-Learning Methodologies for Language Acquisition (367-386). PA: Information Science Reference.

Jimenez Raya, M. (2009). Teacher education for learner autonomy: an analysis of the EuroPAL contribution to a knowledge base. Innovation in Language Learning and Teaching, 3(3), 221-238.

Jimenez Raya, M. (2011). Enhancing pedagogy for autonomy: The potential of a case-based approach in promoting reflection and action. Innovation in Language Learning and Teaching, 5(2), 151-163.

Jimenez Raya, M. (2013). Exploring pedagogy for autonomy in language education at university: possibilities and impossibilities. In Pérez Cañadp, M.L. (Eds.), Competency-Based Language Teaching in the European Higher Education Area (119-138). New York: Springer.

Jimenez Raya, M. & Lamb, T. (eds) (2008). Pedagogy for Autonomy in Language Education: Theory, practice and teacher education. Dublin: Authentik.

Jimenez Raya, M. & Vieira, F. (eds) (2011). Understanding and Exploring Pedagogy for Autonomy in Language Education – A case-based approach. Dublin: Authentik.

Jiménez Raya, M. (2003). Learning to learn for diverse learners. In M. Jiménez Raya & T. Lamb (Eds), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Jiménez Raya, M. (1998). Training Learners to Learn. In W. Gewehr (Ed.), Aspects of modern language teaching in Europe (13-29). London: Routledge.

Jiménez Raya, M. & Lamb, T. (2003). Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Jiménez Raya, M. & Lamb, T. (2003). Dealing with diversity in the modern languages class. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Jiménez Raya, M., Lamb, T. & Vieira, F. (2007). Pedagogy for Autonomy in Language Education- Towards a Framework for Teacher and Learner Development. Dublin: Authentik.

Jin L. X. & Wu Z. M. (2004). Developing independent learners: A case study of Chinese students in Hong Kong. Foreign Languages and their Teaching, 04(6), 26-29. (In Chinese).

Jing Huang (2006). Fostering learner autonomy within constraints: Negotiation and mediation in an atmosphere of collegiality. Prospect: An Australian Journal of TESOL, 21(3).

Jing Huang (2006). On offering training in learner autonomy to pre-service teachers. AILA Research Network on Learner Autonomy in Language Learning Newsletter.
http://www.aiu.ac.jp/~renlanews

Johnson, D. P. (2006). The knowledge aquisition processes trainers use to achieve content expertise. International Journal of Self-Directed Learning, 3(2), 14-26.

Johnson, J., Pardesi, H. & Paine, C. (1990). Autonomy in our primary school. In I. Gathercole (Ed.), Autonomy in language learning (46-54). London: CILT.

Johnston, M. (1985). ESL development and self-directed learning. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (173-214). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Jones, F. R. (1998). Self-instruction and success: A learner profile study, Applied Linguistics, 19(3), 378-406.

Jones, F. R. (1993). Beyond the fringe: A framework for assessing teach-yourself materials for ab initio English-speaking materials. System, 21(4), 453-469.

Jones, F. R. (1994). ‘The lone language learner: a diary study’. System, 22(4), 441-454.

Jones, G. (1993). Designing a new self-access centre. English Studies 10. London: British Council.

Jones, J. (1995). Self-access and culture. ELT Journal, 49(3), 228-234.

Jones, R. (2002). Small steps to learner autonomy: Activities for the classroom. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (171-176). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Jor, G. C. K. (1995). Self-instructional materials development at the Independent Learning Centre of the Chinese University of Hong Kong. Occasional Papers in English Language Teaching (English Language Teaching Unit, The Chinese University of Hong Kong), 5, 59-72.

Jover, G. (2003). Cognitive and attitudinal development in intercultural learning. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (90-106). Frankfurt am Main: Peter Lang.

Jover, G. (2003). Learning to teach how to understand spoken language. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (146-154). Frankfurt am Main: Peter Lang.

Jowers, J. (2001). The role of the adviser in supporting the language learner with dyslexia. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (184-198). London: Centre for Information on Language Teaching and Research.

K

Kalaja, P. (2003). Research on students’ beliefs about SLA within a discursive approach. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (87-108). Dordrecht: Kluwer.

Kalaja, P. & Barcelos, A. M. F. (2003). Beliefs about SLA: New research approaches. Dordrecht: Kluwer.

Kaltenböck, G. (2001). Learner autonomy: A guiding principle in designing a CD-ROM for intonation practice. ReCALL Journal, 13(2), 179-80.

Kanno, Y. (2000). Bilingualism and identity: The stories of Japanese returnees. International Journal of Bilingual Education and Bilingualism, 3(1), 1-18.

Karlsson L., Kjisik F. & Nordlund J. (1997). From here to autonomy. Helsinki University Press.

Karlsson, L., Kjisik, F. & Nordlund, J. (2000). All together now (Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000), University of Helsinki Language Centre.

Karmiloff-Smith, A. (1992). Beyond modularity. A developmental perspective on cognitive science. Cambridge MA: MIT Press.

Keddie, N. (1980). Adult education: An ideology of individualism. In J. L. Thompson (Eds.), Adult education for a change. London: Hutchinson.

Kelley, K. R., Bartholomew, A. & Test, D. W. (2011). Effects of the self-directed IEP delivered using computer-assisted instruction on student participation in educational planning meetings. Remedial and Special Education, 34(2), 67-77.

Kelly, G. (1963). A theory of personality. New York: Norton.

Kelly, R. (1996). Language counselling for learner autonomy: The skilled helper in self-access language learning. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (93-113). Hong Kong: Hong Kong University Press.

Kennedy, C. & Miceli, T. (2001). An evaluation of intermediate students’ approaches to corpus investigation. Language Learning and Technology, 5(3), 77-90.
http://llt.msu.edu/vol5num3/kennedy/default.html

Kenning, M. M. (1996). IT and autonomy. In E. Broady & M. M Kenning (Eds.), Promoting learner autonomy in university language teaching (121-138). London: Association for French Language Studies/CILT.

Kenny, B. (1993). For more autonomy. System, 21(4), 431-42.

Kenny, B. & Laszewski, M. (1997). Talkbase in Vientiane. In B. Kenny & W. Savage (Eds.), Language and development: Teachers in a changing world (pp.129-140). London: Longman.

Kerri-Lee Krause (2007). Beyond Classroom Walls: Students’ Out-of-class Peer Experiences and Implications for Teaching and Learning. 名古屋高等教育研究, 7.

Kershaw, G. (1993). Self-access centres: The fads and the facts. Thai TESOL Bulletin, 5(4), 48-58.

Kessler, G (2013). Collaborative language learning in co-constructed participatory culture. CALICO Journal, 30(3), 307-322.

Kessler, G. (2009). Student initiated attention to form in wiki based collaborative writing. Language Learning & Technology, 13(1), 79-95.

Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. Computer Assisted Language Learning, 23(1), 41-58.

Kessler, G., Bikowski, D, & Boggs, J. (2012). Collaborative Writing Among Second Language Learners in Academic Web-Based Projects. Language Learning & Technologyl, 16(1), 91-109.

Keyuravong, S. (1995). Setting up the student self-access centre in Chang Mai, Thailand. Independence, 12.

Kiernam, E. (2002). Portfolio assessment in language education: A theoretical justification and the results of a classroom-based research project. In R. Kupetz (Ed.), Empowerment of the learner: Changes and challenges (57-84). Frankfurt am Main: Peter Lang.

Kilpatrick, W. H. (1921). The project method. New York: Teacher’s College Press.

Kirtikara, K. (1997). Autonomy rediscovered. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Kisjick, F. (2006). Ten years in autonomy: Reflections and research on the ALMS programme. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (114-126). Dublin: Authentik.

Kjisick, F. & Nordlund, J. (2000). Do they mean what they say? Learners’ representations of needs and objectives. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (138-154). Dublin: Trinity College, Centre for Language and Communication Studies.

Kjisik, F., Voller, P., Aoki, N., & Nakata, Y. (eds.) (2010). Mapping the terrain of learner autonomy: Learning environments, learning communities and identities.. Tampere, Finland: Tampere University Press..

Klassen, J., Detaramani, C., Lai, E., Patri, M. & Wu, J. (1998). Does self-access language learning at tertiary level really work? Asian Journal of English Language Teaching, 8, 55-80.

Klassen, J., Detaramani, C., Lai, E., Patri, M. & Wu, J. (1997). Evaluating the English foundation programme in the self-access mode at City University’. In D. Kember, B. Lam, L. Yan, J. Yum & S. Liu (Eds.), Case studies of improving and learning from the action learning project (319-333). Hong Kong: Action Learning Project.

Kletzien, S. B. & Bednar, M. R. (1988). A framework for reader autonomy: an integrated perspective. Journal of Reading, 32(1), 30-33.

Knapper, C. (1988). Technology and lifelong learning. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 91-108). London: Kogan Page.

Knight, S. M. & Schmidt-Rinehart, B.C. (2002). Enhancing the homestay: Study abroad from the host family’s perspective. Foreign Language Annals, 35(2), 190-201.

Knowles, M. (1975). Self-directed Learning: A guide for learners and teachers. New York: Cambridge, The Adult Education Company.

Knowles, M. (1980). The modern practice of adult education: From pedagogy to androgogy. Chicago: Follet.

Knowles, M. (1986). Using learner contracts. San Francisco: Jossey-Bass.

Kohn, J. J. & Vajda, P. G. (1975). Peer-mediated instruction and small group interaction in the ESL classroom. TESOL Quarterly, 9(4), 379-390.

Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learner education. In D. Nunan (Ed.), Collaborative language learning and teaching (pp. 14-39), Cambridge University Press.

Kohonen, V. (2000). Experiential learning in foreign language education. London: Longman.

Kohonen, V. (2003). Student autonomy and teachers’ professional growth: Fostering a collegial culture in language teacher education. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (147-163). Dublin: Authentik.

Kohyama, M., Stephenson, J. & Jorgensen, R. (2002). Insights from the classroom: Experiencing autonomy in a graduate school course. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (237-244). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Komori, S. (2001). A critique of web-based kanji learning programs for autonomous learners: Suggestions for improvement of WWKanji. Computer Assisted Language Learning, 14(1), 43-67.

Kops, B. J., & Pilling-Cormick, J. (2004). The changing role of trainers in organizations using a self-directed training approach. International Journal of Self-Directed Learning, 1(2), 82-95.

Kormos, J. (1999). Monitoring and self-repair in L2. Language Learning, 49(2), 303-342.

Kowalski, C. (2002). Choice, strategy and ownership: a sparrow’s-eye view of learner autonomy. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (245-248). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Koyalan, A. (2009). The evaluation of a self-access centre: A useful addition to class-based teaching? System, 37, 731-740.

Kramsch, C. (2003). Metaphor and the subjective construction of beliefs. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (109-128). Dordrecht: Kluwer.

Kuchah, K., Smith, R. (2011). Pedagogy of autonomy for difficult circumstances: from practice to principles. Innovation in Language Learning and Teaching, 5(2), 119-140.

Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven, NH: Yale University Press. [includes chapter on autonomy].

Kunz, D. (1994). Selbständiges Lernen im Englischunterricht: Vorschläge zur Realisierung im Kontext des Alltags der Sekundarstufe I am Gymnasium. Die Neuere Sprache, 93(5), 483-502.

Kupetz, R. (2002). Empowerment of the learner: Changes and challenges. Frankfurt am Main: Peter Lang.

Kupetz, R. (2002). Subjective theories of two teachers and their learners’ beliefs on portfolio (self-)assessment. In R. Kupetz (Ed.), Empowerment of the learner: Changes and challenges (27-56). Frankfurt am Main: Peter Lang.

Kuptez, R. (2002). Culture-specific beliefs on teaching in a changing university context as observed at the University of Wollongong, NSW, Australia. In R. Kupetz (Ed.), Empowerment of the learner: Changes and challenges. Frankfurt am Main: Peter Lang.

L

La Ganza, W. (2001). Out of sight – not out of mind: Learner autonomy and interrelating in online teaching. Information Technology, Education and Society, 2(2), 27-46.

La Ganza, W. (2002). Rethinking a topic: challenges in researching autonomy and creativity in language teaching for business students. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (40-59). Dublin: Authentik.

La Ganza, W. (2002). Maintaining learner autonomy online: The teacher’s role. In L. Mak, S. Chang, P. Foo, J. Hunter, M. Keung, J. Lee, M. Wa & N. Noakes, N (Eds.), Meeting the challenges of research and practice. Hong Kong: Hong Kong University of Science and Technology. [CD-ROM].

La Ganza, W. (2007). Learner autonomy and teacher autonomy: Interrelating and the will to power. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Labour, M. (2001). Social constructivism and CALL: Evaluating some interactive features of network-based authoring tools. ReCALL Journal, 13(1), 32-46.

Lai, C. (2011). In-service Teacher Development for Facilitating Learner Autonomy in Curriculum-Based Self Access Language Learning. In D. Gardner (Ed.), Fostering Autonomy in Language Learning (148-160). Gaziantep: Faculty of Education, Zirve University.
http://ilac2010.zirve.edu.tr/Fostering_Autonomy.pdf
conttialai@hku.hk

Lai, C. & Morrison B. (2013). Towards an Agenda for Learner Preparation in Technology-enhanced Language Learning Environments. CALICO Journal, 30(2), 154-162.

Lai, C. & Morrison, B. (2013). Learner Preparation in Technology-enhanced Language Learning Environments. CALICO Journal, 30(2).
Special edition of CALICO journal

Lai, C., Gardner, D. & Law, E. (2013). New to facilitating self-directed learning: the changing perceptions of teachers. Innovation in Language Learning and Teaching, 7(3), 281-294.

Lai, E. F. K. (1994). Self-access learning in the United Kingdom: Insights for the Chinese University of Hong Kong. Occasional papers in language teaching, 4 (pp. 8-17). (ELT Unit: Chinese University of Hong Kong).

Lai, E. F. K. (1994). Keeping contact with learners. In E. Esch (Ed.), Self-access and the adult language learner (146-151). London: CILT.

Lai, J. (2001). Towards an analytic approach to assessing learner autonomy. The AILA Review, 15, 34-44.

Lam, P., Au Yeung, M. Y. M., & McNaught, C. (2007). Balancing Online and In-class Activities Using the Learning Activity Management System (LAMS). Proceedings of the 19th annual World Conference on Educational Multimedia, Hypermedia & Telecommunications, 0.

Lam, W. S. E. (2000). L2 literacy and the design of the self: a case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482.

http://www.independentlearning.org/ila03/ila03_papers.htm
Lamb, H. J. Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003 (p

Lamb, M. (2004). “It depends on the students themselves”: Independent language learning at an Indonesian state school. Language, Culture & Curriculum, 17(3), 229-245.

Lamb, M. (2011). Future selves, motivation and autonomy in long-term English foreign language learning trajectories. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (177-194). Great Britain: Multilingual Matters.

Lamb, T. (2006). Supporting independence: Students’ perceptions of self-management. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: issues and interventions. Frankfurt: Peter Lang.

Lamb, T. (2007). Learner and teacher autonomy: synthesizing and agenda. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Lamb, T. & Reinders, H. (2005). Learner independence in language teaching: a concept of change. In D. Cunningham & A. Hatoss (Eds.), An international perspective on language policies, practices and proficiencies. Belgrave: FIPLV.

Lamb, T. & Reinders, H. (2006). Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Lamb, T. & Reinders, H. (2007). Learner and teacher autonomy: Concepts. realities and responses. Amsterdam: John Benjamins.

Lamb, T. & Simpson, M. (2003). Escaping from the treadmill: Practitioner research and professional autonomy. Language Learning Journal, 28, 55-63.

Lamb, T. E. (2000). Finding a voice: Learner autonomy and teacher education in an urban context. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.118-127). London: Longman.

Lamb, T. E. (2001). Metacognition and motivation: Learning to learn. In G. Chambers (Ed.), Reflections on motivation (pp 85-93). London: CILT.

Lamb, T. E. (1997). Self-management in the secondary school languages classroom. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Lamb, T. E. (1998). Learning how to learn in Malaysia. IATEFL Issues, 144, 14-15.

Lamb, T. E. (2000). Reconceptualising disaffection - Issues of power, voice and learner autonomy. In G. Walraven, C. Parsons, D. Van Veen & C. Day (Eds.), Combating social exclusion through education (99-115). Louvain, Belgium and Apeldoorn, Netherlands: Garant.

Lamb, T. E. (2003). Individualising learning: Organising a flexible learning environment. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Lamb,T. E. (1998). Now you’re on your own: Developing independent language learning. In W. Gewehr (Ed.), Aspects of language teaching in Europe (pp 30-47). London: Routledge.

Lamy, M. N. & Hassan, X. (2003). What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French. Open Learning, 18(1), The Open University.

Lankshear, C. (1991). Literacy and Running Your Life: A Nicaraguan Example. Language and education: An international journal, 5(2), 95-111.

Lantolf, J. P. & Pavlenko, A. (2001). (S)econd (L)anguage (A)ctivity theory: Understanding second language learners as people. In M. P. Breen (Eds.), Learner contributions to language learning (141-158). London: Longman.

Lapsley, T. (1985). “The central alternative”. Self-access technology. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (129-133). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Larsen, S. (1993). Laboratorierne. Eget forlag.

Larsen-Freeman, D. (2001). Individual cognitive/affective learner contributions and differential success in SLA. In M. P. Breen (Eds.), Learner contributions to language learning new directions in research (12-24). London: Longman.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York: Cambridge University Press.

Law, E. & Mak, L. (1992). A preliminary report on students’ attitudes towards the ILC. Occasional papers in language teaching 2 (pp. 1-18). Chinese University: English Language Teaching Unit.

Lazaro, N. & Reinders, H. (2008). Independent Learning Centres: Tips for Teachers. Sydney: NCELTR.
www.hayo.nl/publications.html

Leathwood, C. (2006). Gender, equity and the discourse of the independent learner in higher education1. Higher Education, 0, 611-633.

Leaver, B. L. (1998). Teaching the whole class. Dubuque, IA: Kendall Hunt.

Leaver, B. L., Dubinsky, I. & Champine, M. (2000). Passport to the world: Learning to communicate in a foreign language. San Diego: San Diego State University, LARC Press.

LeBlanc, R. & Painchaud, G. (1985). Self-assesment as a second language placement instrument. TESOL Quarterly, 19(4), 673-687.

Lee, I. (1998). Supporting greater autonomy in language learning, ELT Journal, 52(4), 282-289.

Lee, W. (1996). The role of materials in the development of autonomous learning. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (167-184). Hong Kong: Hong Kong University Press.

Leeke, P. & Shaw, P. (2000). Learners’ independent records of vocabulary. System, 28(2), 271-289.

Legenhausen, L. (1999). Language acquisition without grammar instruction? The evidence from an autonomous classroom, Revista Canaria de Estudios Ingleses 38.

Legenhausen, L. (1999). The emergence and use of grammatical structures in conversational interactions: comparing traditional and autonomous learners’. In B. Mißler & U. Multhaup (Eds.), The construction of knowledge, learner autonomy and related issues in foreign language learning (pp.27-40). Tübingen: Stauffenberg.

Legenhausen, L. (1994). Vokabelwerb im autonomen Lernkontext. Die Neuere Sprache, 93(5), 467-482.

Legenhausen, L. (1999). Autonomous and traditional learners compared – The impact of classroom culture on attitudes and communicative behaviour. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (166-182). Ismaning: Hueber.

Legenhausen, L. (2000). Focus on learning rather than teaching – With what results? In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how?. Dublin: Trinity College, Centre for Language and Communication Studies, pp. 38-56.

Legenhausen, L. (2001). Discourse behaviour in an autonomous learning environment. The AILA Review, 15, 56-69.

Legenhausen, L. (2003). Second language acquisition in an autonomous learning environment. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: teacher, learner, curriculum and assessment (65-77). Dublin: Authentik.

Legutke, M. & Thomas, H. (1991). Process and experience in the language classroom. London: Longman.

Legutke, M. K. (1999). Möglichkeiten zur Neugestaltung des Fremdssprachenunterrichts – Vier Praxisberichte (Fallvignetten). In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (94-112). Ismaning: Hueber.

Lenz, J. (2000). Focus on interaction and dialogue. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (192-201). Dublin: Trinity College, Centre for Language and Communication Studies.

Leow, R. P. (1997). Attention, awareness and foreign language behaviour. Language Learning, 47(3), 467-505.

Lesikin, J. (2001). Potential student decision-making in academic ESL grammar textbooks. Linguistics and Education, 12(1), 25-49.

Lewis, H. A. (1978). A teacher's reflections on autonomy. Studies in Higher Education, 3(2), 149-159.

Lewis, J. (1990). Self-assessment in the classroom: A case study. In G. Brindley (Ed.), The second language curriculum in action. Sydney: National Centre for English Language Teaching and Research.

Lewis, M. & Reinders, H. (2003). Study skills for speakers of English as a second language. London: Palgrave Macmillan.

Lewis, M., Reinders, H. (2007). Using Student-centred Methods with Teacher-centred Students. Toronto: Pippin.
http://www.pippinpub.com/viewbook.asp?book_isbn=0-88751-116-3

Lewis, T. (2005). The effective learning of languages in tandem. In J. A. Coleman & J. Klapper (Eds.), Effective learning and teaching in modern languages (165-172). London: Routledge.

Lewis, T. (2013). Between the social and the selfish: learner autonomy in online environments. Innovation in Language Learning and Teaching, 7(3), 198-212.

Lewis, T. & Walker, L. (Eds). (2003). Autonomous language learning in tandem. Sheffield: Academic & Electronic Press.

Lewis, T., Woodin, J. & St. John, E. (1996). Tandem learning: Independence through partnership. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (105-120). London: Association for French Language Studies/CILT.

Lian, A. P. (1987). Awareness, autonomy and achievement in foreign language learning. Revue de Phonétique Appliquée, 82-84, pp. 191-208.

Lieber, G. (1990). Autonomes Fremdsprachenlernen in Interaktion mit dem Conmputer. Wissenschaftliche Zeitschrift der Karl Marx Iniversität Leipzig-Gesellshaftswissenschaftliche Reihe, 39(1), 69-75.

Lim, H. Y. (2002). The interaction of motivation, perception and environment: One EFL learner’s experience. Hong Kong Journal of Applied Linguistics, 7(2), 91-106.

Lin, L. Y. & Brown, R. (1994). Guidelines for the production of in-house self-access materials. ELT Journal, 48(2), 150-156.

Linder, P. (1982). Individualisation in our secondary school. In M. Geddes & G. Sturtridge (Eds.), Individualisation (22-23). London: Modern English Publications.

Linder, P. (2000). Is a negotiated syllabus feasible within a national curriculum? In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (94-107). Cambridge: Cambridge University Press.

Linder, P. & B. Sefer (1982). Sadna: An activity workshop. In M. Geddes & G. Sturtridge (Eds.), Individualisation (43-45). London: Modern English Publications.

Lindley, R. (1986). Autonomy. London: Macmillan.

Little, D. (1994). Interactive videocassette for self-access: A preliminary report on the implementation of Autotutor II. Computers in Education, 23(1/2), 165-170.

Little, D. (1996). Learner autonomy: Some steps in the evolution of theory and practice. Teanga 16 (pp. 1–13). (The Irish Yearbook of Applied Linguistics) Dublin, Irish Association for Applied Linguistics.

Little, D. (1996). Strategic competence considered in relation to strategic control of the language learning process. In H. Holec, D. Little and René Richterich (Eds.), Strategies in language learning and use. Studies towards a Common European Framework of reference for language learning and teaching (pp. 9–37), Strasbourg, Council of Europe.

Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(2/3), 93-104.

Little, D. (2001). We're all in it together: Exploring the interdependence of teacher and learner autonomy. In L. Karlsson, F. Kjisik & J. Nordlund (Eds.), All together now (pp. 45-56). Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000, University of Helsinki Language Centre.

Little, D. (2002). Learner autonomy and autonomous language learning: Some theoretical perspectives and their practical implications. In P. Evangelisti & C. Argondizzo (Eds.), L'apprendimento autonomo delle lingue straniere. Filosofia e attuazione nell'università italiana (pp. 17-29). Soveria Mannelli (Catanzaro): Rubbettino.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1409
Little, D. (2002). Learner autonomy and second/foreign language learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Little, D. (1988). Autonomy and self-directed learning: An Irish experiment. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (77-84). Strasbourg: Council of Europe.

Little, D. (1989). Self-access systems for language learning. (With contributions from E. Esch, M.-J. Gremmo, D. Little, H. Moulden, P. Riley & D. Singleton). Dublin: Authentik / CILT.

Little, D. (1990). Autonomy in language learning. In I. Gathercole (Ed.), Autonomy in language learning (7-15). London: CILT.

Little, D. (1991). Learner autonomy. 1: Definitions, issues and problems. Dublin: Authentik.

Little, D. (1994). Learner autonomy: A theoretical construct and its practical application. Die Neuere Sprache, 93(5), 430-442.

Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182.

Little, D. (1996). Freedom to learn and compulsion to interact: Promoting learner autonomy through the use of information systems and information technologies. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (203-218). Hong Kong: Hong Kong University Press.

Little, D. (1996). The politics of learner autonomy. Learning Learning, 2(4), 7-10.

Little, D. (1997). Responding authentically to authentic texts: A problem for self-access language learning? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (225-236). London: Longman.

Little, D. (1999). Autonomy in second language learning: some theoretical perspectives and their practical implications. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (22-36). Ismaning: Hueber.

Little, D. (1999). Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses, 38, 77-88.

Little, D. (1999). Learner autonomy is more than a Western cultural construct. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (11-18). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Little, D. (2000). Autonomy and autonomous learners. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (69-72). London: Routledge.

Little, D. (2000). Learner autonomy and human interdependence: Some theoretical and practical consequences of a social-interactive view of cognition, learning and language. In B. Sinclair, et al (Ed.), Learner autonomy, teacher autonomy: Future directions (15-23). London: Longman.

Little, D. (2000). Self-access. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (539-541). London: Routledge.

Little, D. (2000). Strategies, counselling and cultural difference: Why we need an anthropological understanding of learner autonomy. In R. Ribé (Ed.), Developing learner autonomy in foreign language learning (17-33). Barcelona: University of Barcelona.

Little, D. (2000). Why focus on learning rather than teaching? In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (3-17). Dublin: Trinity College, Centre for Language and Communication Studies.

Little, D. (2001). How independent can independent language learning really be? In J. A. Coleman, D. Ferney, D. Head & R. Rix (Eds.), Language learning futures: Issues and strategies for modern languages provision in higher education (30-43). London: Centre for Information on Language Teaching.

Little, D. (2001). Learner autonomy and the challenge of tandem language learning via the Internet. In A. Chambers & G. Davies (Eds.), ICT and language learning: A European perspective (29-38). Lisse: Swets & Zeitlinger.

Little, D. (2002). The European Language Portfolio: Structure, origins, implementation and challenges. Language Teaching, 35(3), 182-189.

Little, D. (2003). Learner Autonomy and public examinations. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (223-236). Dublin: Authentik.

Little, D. (2005). The Common European Framework and the European Language Portfolio: Involving learners and their judgments in the assessment process. Language Testing, 22(3), 321-336.

http://www.jalt-publications.org/tlt/files/98/oct/littledam.html
Little, D. & Dam, L. (1998) Learner autonomy: What and why? The Language Teacher Online.

Little, D. & Devitt, S. (1991). Authentik: The user's guide. Dublin: Authentik.

Little, D. & Grant, A. J. (1986). Learning German without a teacher. Report on a self-instructional programme for undergraduate students of Engineering Science at Trinity College Dublin. CLCS Occasional Paper No.14 Dublin: Trinity College.

Little, D. & Singleton, D. (1990). Cognitive style and learning approach. In R. Duda & P. Riley (Eds.), Learning styles (pp.11-19). Nancy: Presses Universitaires de Nancy.

Little, D. & Singleton, D. (1991). Authentic texts, pedagogical grammar and language awareness in foreign language learning. In C. James & P. Garrett (Eds.), Language awareness in the classroom (123-132). London: Longman.

Little, D., Dam, L. & Timmer, J. (2000). Focus on learning rather than teaching: Why and how? Dublin: Trinity College, Centre for Language and Communication Studies.

Little, D., Ridley, J. & Ushioda, E. (2002). Towards greater learner autonomy in the foreign language classroom. Dublin: Authentik.

Little, D., Ridley, J. & Ushioda, E. (2003). Learner autonomy in foreign language classrooms: Teacher, learner. curriculum and assessment. Dublin: Authentik.

Littlejohn, A. (1983). Increasing learner involvement in course management. TESOL Quarterly, 17(4), 595-608.

Littlejohn, A. (1985). Learner choice in language study. ELT Journal, 39(4), 253-261.

Littlejohn, A. (1997). Self-access work and curriculum ideologies. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (181-191). London: Longman.

Littlemore, J. (2001). Learner autonomy, self-instruction and new technologies in language learning: Current theory and practice in higher education in Europe. In A. Chambers & G. Davies (Eds.), ICT and language learning: A European perspective (39-52). Lisse: Swets and Zeitlinger.

Littlemore, J. & Low, G. (2006). Figurative thinking and foreign language learning. Basingstoke: Palgrave Macmillan. [includes chapter on autonomy].

Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20

Littlewood, W. (2000). Do Asian students really want to listen and obey? ELT Journal, 54(1), 31-35.

Littlewood, W. (1996). Autonomy: An anatomy and a framework. System, 24(4), 427-435.

Littlewood, W. (1997). Autonomy in communication and learning in the Asian context. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Littlewood, W. (1997). Self-access: Why do we want it and what can it do? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (79-92). London: Longman.

Littlewood, W. (2002). Cooperative and collaborative learning tasks as pathways towards autonomous interdependence. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (29-39). Dublin: Authentik.

Liu, L. (2011). An International Graduate Student's ESL Learning Experience Beyond the Classroom. TESL Canada Journal, Revue TESL du Canada, 29(1).

Livdahl, B. J. (1991). The learner-centered classroom: Explorations into language and learning. Insights into Open Education, 24(1).

Llanes, A. & Munoz, C. (2009). A short stay abroad: Does it make a difference? System, 36(2), 353-365.

LoCastro, V. (1994). Learning strategies and learning environments. TESOL Quarterly, 28(2), 409-414.

Loewen, S. (2004). The occurrence and characteristics of student-initiated focus on form. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003, (p. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Loewen, S. (2006). Autonomy and language learning behaviour: The role of student initiation in meaning-focused L2 lessons. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Logan, G. E. (1973). Individualized foreign language learning: An organic process. Rowley Mass: Newbury House.

Logan, S. & Moore, N. (2004). Implementing learner training from a teacher’s perspective. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003, (pp. 94-102). Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Lombardo, L. (1990). Autonomy in foreign language learning: A report. Rassegna Italiana di Linguistica Applicata, 22(3), 73-82.

Lonergan, J. (1994). Self-access language centres: implications for managers, teachers and learners. In E. Esch (Ed.), Self-access and the adult language learner (119-125). London: CILT.

Long, H. B., & Agyekum, S. K. (2004). University students’ perceptions of instructor and learner tasks: Phase two. International Journal of Self-Directed Learning, 1(2), 63-81.

Long, H. B., Cheong, J. W., & Cheong, C. K. (2005). Korean professors’ perceptions of important teaching and learning tasks. International Journal of Self-Directed Learning, 2(2), 24-38.

Lowes, R. & Target, F. (1998). Helping students to learn: A guide to learner autonomy. London: Richmond Publishing.[Aimed at relatively inexperienced, secondary school teachers. Also relevant to mainstream EFL and applicable to modern languages.].

LRC Project Partners. (2003). The Language Resource Centre handbook: Guidelines for setting up. running and expanding Language Resource Centres (LRCs). Athens: Kastaniotis Editions.
http://www.lrcnet.org/html/en/EN.pdf

Luiten, M. (1985). Literacy for the autonomous adult ESL learner. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (252-258). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Lupo, A. (1988). Autonomie et apprentissage autodirigé: Lévaluation de soi English tant qu'apprenant. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (55-64). Strasbourg: Council of Europe.

Lutjeharms, Madeline (1994). Developing autonomous learning for weak learners focussing on comprehension strategies. In R. Lampola (Ed.), First progress report of the research and development programme of workshop 6A (16-32). Strasbourg: Council of Europe, Council for Cultural Co-operation.

Lutjeharms, Madeline (1997). Stratégies et autonomie dans l'apprentissage d'une langue étrangère. In D. Little, B. Voss (Eds.), Language centres: Planning for the new millenium (15-37). Plymouth: CERCLES.

Lutjeharms, Madeline (1997). Reading skills for weak learners. In G. Egloff, A. Fitzpatrick (Eds.), Languages for work and life: The Council of Europe and vocationally oriented language learning (VOLL) (164-177). Strasbourg: Council of Europe.

Lutjeharms, Madeline (2000). Wortschatzerwerb beim autonomen Lernen: Normen der Lernenden bei der Wortwahl. In W. Börner, K. Vogel (Eds.), Normen im Fremdsprachenunterricht (203-227). Tübingen: G. Narr.

Lutjeharms, Madeline (2002). Autonomous learning and the acquisition of LSP vocabulary. In M. Ruane, G. Meijers (Eds.), Language Centres: The promotion of quality in language learners. (119-131). Dublin: CercleS.

Lynch, B. (2001). Promoting EAP learner autonomy in a second language university context. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (390-403). Cambridge: Cambridge University Press.

Lynch, T. (2000). The thick end of the wedge: Encouraging autonomous learning by advanced-level ESL university students. Links & Letters 7 (Universitat Autónoma de Barcelona).

Lynda Pritchard Newcombe (2007). Social Context and Fluency in L2 Learners: The Case of Wales. Clevedon, England: Multilingual Matters.
Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. Contact Lyndapn@btinternet.com

Lázaro, N. & Reinders, H. (2006). Technology in self-access: an evaluative framework. PacCALL Journal, 1(2), 21-30.
http://www.paccall.org/Journal/V-2-1-papers/Evaluativeframework-Lazaro-Reinders.pdf

Lázaro, N. & Reinders, H. (2008). The state-of-the-art of self-access in New Zealand: results of a SWOT analysis. TESOLANZ, 15, 42-58.

Lázaro, N., & Reinders, H. (2007). Innovation in self-access: Three case studies. CALL-EJ, 8(2).
http://www.tell.is.ritsumei.ac.jp/callejonline/journal/8-2/lazaro_reinders.html

M

Ma, B. (1994). What is the fare to the land of effective language learning? In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 59-64). Hong Kong University Press.

Ma, B. (1994). A study of independent learning: the learner training programme at The Chinese University of Hong Kong. In E. Esch (Ed.), Self-access and the adult language learner (140-145). London: CILT.

Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.

Macaro, E. (2001). Learning strategies in foreign and second language classrooms. London: Continuum. [includes chapter on autonomy].

Macaro, E. (2007). The shifting dimensions of language learner autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

MacIntyre, P. D. (1994). Toward a social psychological model of strategy use. Foreign Language Annals, 27(2), 185-195.

MacKay, A., Oates, K. & Haig, Y. (2000). Negotiated evaluation in a primary ESL context. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (44-54). Cambridge: Cambridge University Press.

Mackenzie, A. (2002). Changing contexts: Connecting teacher autonomy and institutional development. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (223-232). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Mackenzie, A. S. & McCafferty, E. (2002). Developing autonomy. Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Mackenzie, C. (2000). Imagining oneself otherwise. In C. Mackenzie & N. Stoljar (Eds.), Relational autonomy: Feminist perspectives on autonomy, agency and the social self (124-150). Oxford: Oxford University Press.

Mackenzie, C. & Stoljar, N. (2000). Relational autonomy: Feminist perspectives on autonomy, agency and the social self. Oxford: Oxford University Press.

Mackenzie, C. & Stoljar, N. (2000). Introduction: Autonomy refigured. In C. Mackenzie & N. Stoljar (Eds.), Relational autonomy: Feminist perspectives on autonomy, agency and the social self (3-31). Oxford: Oxford University Press.

http://www.macmillandictionary.com/glossaries/learner_autonomy.htm
Macmillan English Dictionary. (2002). ELT Terms: Learner Autonomy

Magalhaes, L. & Malhado, M. (2002). Assessing materials for learner development. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Maia, I. (2002). Reflective teamwork: A way of promoting professional development. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eeds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy, Braga: University of Minho.

Mak, B. & Turnbull, M. (1999). Piloting structured language learning support in a university self-access centre: Researching some key issues. In V. Crew, V. Berry & J. Hung (Eds.), Exploring diversity in the language curriculum (217-226). Hong Kong: Hong Kong Institute of Education.

Mak, B. & Turnbull, M. (1999b). The Personalised English Programme: Piloting structured language learning support in a university self-access centre. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (43-60). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Mak, L. (1994). From English teacher to producer: How to develop a multimedia computer simulation for teaching ESL. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 145-154), Hong Kong University Press.

Mak, L. (1994b). Using computers for authentic communication. In E. Esch (Ed.), Self-access and the adult language learner (152-158). London: CILT.

Makin, L. (1994). Learner telesupport: Language advising by e-mail. In E. Esch (Ed.), Self-access and the adult language learner (pp.83-96). London: CILT.

Malcolm, D. (2004). Why should learners contribute to the self-access centre? ELT Journal, 58, 346-354.

http://www.independentlearning.org/ila03/ila03_papers.htm
Malcolm, D. (2004). Investigating successful English learners in Arab medical schools. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eeds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003, (p. Auckland: Independent Learning Association Oceania.

Malcolm, D. (2005). An Arabic-speaking English learner’s path to autonomy through reading. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (69-82). Cambridge: Cambridge University Press.

Malcolm, D. (2011). 'Failing' to achieve autonomy in English for medical purposes. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (195-211). Great Britain: Multilingual Matters.

Malcolm, D. (2011). Learner Involvement at Arabian Gulf University Self-Access Centre. Studies in Self-Access Learning (SiSAL), 2(2), 68-77.
http://sisaljournal.org/archives/jun11/malcolm/

Malcolm, D. (2011). Do self-directed English projects help promote learner autonomy? American University in Cairo (AUC) Journal: Special Issue Nile TESOL 2011 Conference Proceedings, 1(2), 49-55.
http://www.aucegypt.edu/academics/eli/TESOL/issues/Documents/Special%20Edition%20of%20AUC%20TESOL%20Journal%20Fall%202011.pdf

Malcolm, D., Mercer, S., & Huang, P. (2013). Second opinions: Managing learner autonomy in an Arab medical school. In A. Barfield & D. Navarro (Eds.), Autonomy in language learning: Stories of practices (64-73). UK: IATEFL Learner Autonomy SIG e-book.

Malcolm, V. (1990). Responsibility and resources. In I. Gathercole (Ed.), Autonomy in language learning (77-84). London: CILT.

mallya, A., Mensah, F., contento, I, Koch, P., Barton, A. (2012). Extending Science Beyond the Classroom Door: Learning From Students’ Experiences With the Choice, Control and Change (C3) Curriculum. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 49(2), 244-269.

Malone, C. (2003). Making it more real: Portfolios, teacher training, and autonomy. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Mamede, A. (2002). Teacher and learner development in a multi-disciplinary context. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Mamede, M. A. (1999). O Centro de Aprendizagem da Escola Secundária de Monserrate. Cadernos 1, 69-74 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Mamede, M. A. (2001). Uma ficha de aprendizagem auto-dirigida. Cadernos 2, 61-64 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Manchón, R. M. (2000). Fostering the autonomous use of strategies in the foreign language classroom: The why and how of communication strategies training. Links & Letters, 7 (Universitat Autónoma de Barcelona).

Manning, G. & Manning, M. (1989). Whole language: Beliefs and practices. K-8. Aspects of Learning Series. Washington DC: National Education Association.

Mariani Luciano (2010). Communication Strategies. : www.lulu.com.
http://www.learningpaths.org/communication/presentation.htm
Communication strategies is a book about the verbal and non-verbal ways and means that learners and users of a second or foreign language can employ when they have to face problems due to gaps in their linguistic, communicative or intercultural competence. Strategies also enable them to deal with uncertainty in personal and intercultural contacts and to increase their autonomy in using languages. Communication strategies is both a handbook for teachers, teacher trainers and educators, providing them with a sound methodological background, and a collection of 30 practice activities, games and tasks for language learners and users. Photocopiable worksheets are provided, as well as freely downloadable recordings of native and non-native speakers of English.

Mariani, L. (2010). Beliefs and attitudes: a key to learner and teacher progression. Perspectives, a Journal of TESOL-Italy, 0(1).
http://www.learningpaths.org/papers/paperbeliefs2.htm
Learners’ and teachers’ beliefs and attitudes towards languages and cultures, language learning and teaching, and themselves as learners and teachers have proved to affect intentions, decisions and behaviour in the classroom. This paper reports on the preliminary results of a survey carried out in Italian upper secondary schools, with the aim of monitoring and hopefully fostering learner (and teacher) progression.

Mariani, L. (2013). Intercultural communication strategies for learner autonomy. In Menegale M. (Ed.), Autonomy in language learning: Getting learners actively involved. Canterbury, UK: IATEFL.
http://lasig.iatefl.org/
Intercultural communication strategies promote the flexibility learners need to cope with the unexpected and the unpredictable; encourage learners’ risk-taking, individual initiative and an active and responsible role in their learning process; and boost learners’ self-confidence, by giving them the feeling that they can in some way increase their control over language use. This paper argues for strategy education across the curriculum as a whole-person engagement, involving the activation of cognitive, affective and social factors, and as a descriptive, experiential and explicit pedagogical approach.

Marques, I. (1999). Trabalho de projecto e aprendizagem autónoma. Cadernos 1, 56-58 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Marshall, G. (2008). Promoting independent learning by curriculum design and assessment in a taught postgraduate MRI programme. Radiography, 14(3), 238-245.

Marshall, K. (1996). The rewards and pitfalls of autonomy: A Bangor experience. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (39-60). London: Association for French Language Studies/CILT.

Marshall, L. & Rowland, F. (1993). A guide to learning independently. Buckingham: Open University Press.

Marshall, N. & Torpey, M. (1997). Autonomy and interaction in a self-directed classroom. In V. Berry, B. Adamson & W. Littlewood (Eds.), Applying linguistics: Insights into language in education (pp.107-122), Hong Kong: English Centre, University of Hong Kong.

Martel, A. (1996). Pourquoi Moise n'a-t-il jamais vu son maître? Quelques réflexions sur l'autonomie guidée dans l'enseignement des langues secondes et étrangères aux adultes. La Revue de l'AQEFLS, 17(3-4), 28-41.

Martinez, H. (2001). Autonomie: Une question d’interpendance entre apprenants et enseignants. Les Langues Modernes, 1, 26-33.

Martinez, H. (2007). Fostering autonomy in the language classroom by listening to the learner: Implications for teacher education. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts. realities and responses. Amsterdam: John Benjamins.

Martyn, E. (1994). Self-access logs: Promoting self-directed learning. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 65-78). Hong Kong University Press.

Martyn, E, (2000). Syllabus negotiation in a school of nursing. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (150-162). Cambridge: Cambridge University Press.

Martyn, E. & Chan N.Y. (1992). Self-access action research: A progress report. Hong Kong Papers in Linguistics & Language Teaching, 15, 59-68.

Martyn, E. & Husain, P. (1993). A task-based negotiated syllabus for nurses. In T. Boswood, et al. (Eds), English for professional communication (pp. 289-304). City Polytechnic of Hong Kong.

Martyn, E. & Voller, P. (1993). Teachers’ attitudes to self-access learning. Hong Kong Papers in Linguistics & Language Teaching, 16, 103-110.

Martyn, E. & Wong, A. S. C. (1995). Profile of an autonomous language learner: Running a successful conversation group. Independence, 12.

Maslow, A. H. (1968). Toward a psychology of being. New York: Van Nostrand.

Maslow, A. H. (1970). Motivation and personality. New York: Harper and Row.

Maslow, A. H. (1971). The farther reaches of human nature. New York: Viking.

Mason, R. J. (1985). Self-directed learning and self-access in Australia: From practice to theory. Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Mayes, T. (1994). Hypermedia and cognitive tools. In E. Esch (Ed.), Self-access and the adult language learner (28-36). London: CILT.

McAlpin, J. & Maxwell-Hyslop, H. (1982). The student access centre of the Instituto Anglo Mexicano de Cultura. In M. Geddes & G. Sturtridge (Eds.), Individualisation (32-41). London: Modern English Publications.

McCafferty, J. (n.d.). A consideration of a self-access approach to the learning of English. Mimeo. London: The British Council.

McCall, J. (1992). Self-access: Setting up a centre. Manchester: British Council.

McCarthy, C. P. (1998). Learner training for learner autonomy on summer language courses. The Internet TESL Journal, 4(7).
http://iteslj.org/Techniques/McCarthy-Autonomy.html

McCarthy, M. & Makosch, M. (2000). Discourse, process and reflection in teacher education. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (223-232). Cambridge: Cambridge University Press.

McCasland, P. & Poole, B. (2002). Institutional constraints and learner autonomy: Striking a balance. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (83-88). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

McCauley, V., & McClelland, G. (2004). Further studies in self-directed learning in Physics at the University of Limerick, Ireland. International Journal of Self-Directed Learning, 1(2), 26-37.

McClure, J. (2001). Developing language skills and learner autonomy in international postgraduates. ELT Journal, 55(2), 142-148.

McDevitt, B. (1997). Learner autonomy and the need for learner training. Language Learning Journal, 16, 34-39.

McDevitt, B. (1996). The self-access language learning centre, University of Abertay Dundee: History of a project. Language Learning Journal, 13, 67-69.

McDonough, S. (1999). Learner strategies. Language Teaching, 32(1), 1-18.

McDonough, S. (1995). Strategy and skill in learning a foreign language. London: Edward Arnold.

McDonough, S. (1999). A hierarchy of strategies. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (51-60). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

McGarry, D. (1995). Learner autonomy 4: The role of authentic texts. Dublin: Authentik.

McGhie, M. & Cantley, R. (1997). Developing reflective processes. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (1163-178). Strasburg: Editions du Conseil de l’Europe.

McGrath, I. (2000). Teacher autonomy. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.100-110). London: Longman.

McIntosh, C., & Noels, K.A. (2004). Self-determined motivation for language learning: The role of need for cognition an dlanguage learning strategies.. Zietschrift fur Interkulturellen Fremdsprachwissenschaft, 0.
http://ualberta.ca/~german/ejournal/startbei.htm

McIntosh, C., & Noels, K.A. (2004). Self-determined motivation for language learning: The role of need for cognition and language learning strategies. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 0.
http://www.ualberta.ca/~german/ejournal/startbei.htm

McKay, S. & Wong, S. L. (1996). Multiple discourses, multiple identities: Investment and agency in second-language learning among Chinese adolescent immigrant students. Harvard Educational Review, 66(3), 577-608.

McKay, S. L. (1993). Examining L2 Composition Ideology: A Look at Literacy Education. Journal of Second Language Writing, 2(1), 65-81.

McKee, J. (1996). Independent learning and the computer: The text analysis program at the University of Ulster. In E. Broady & M. M. Kenning (Eds.), Promoting learner autonomy in university language teaching (159-184). London: Association for French Language Studies/CILT.

McNair, S. (1997). Getting the most out of HE: Supporting learner autonomy. Sheffield: Department of Education and Employment.

McNamara, M. J. & Deane, D. (1995). Self-assessment activities: Toward autonomy in language learning. TESOL Journal, 5(3), 17-21.

McNamara, T. (1985). Self-access writing for intermediate and advanced students. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (271-290). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Meese, H. (2001). Selbstlernmaterialien zum Erwerb von Sprachkentnissen – unter besonderer Berücksichtigung der Neuen Medien. Info DaF, 28(1), 51-105.

Mehmet Boyno (2012a). Some autonomy-related problems and possible solutions. Learning Learning Newsletter of the JALT LDSIG. Japan:
http://ld-sig.org/LL/19one/boyno.pdf
Please feel free to contact the author at boyno.m@hotmail.com .

Meichenbaum, D. & Biemiller, A. (1998). Nurturing independent learners. helping students take charge of their own learning. Cambridge, MA: Brookline Books.

Meisler, R. (1984). Trying freedom: The case for liberating education. San Diego: Harcourt Brace Jovanovich.

Mendelsohn, D. J. (1994). Learning to listen. San Diego: Dominie Press.

Menegale M. (2013). Autonomy in Language Learning: Getting Learners Actively Involved. Canterbury, UK: IATEFL.
https://www.smashwords.com/books/view/349827#download
The aim of this volume is to expand knowledge on research and action-research on language learner autonomy, conceivably inspiring further investigation into how students can be helped to be more actively involved in their own learning.

http://rle.ucpel.tche.br/php/edicoes/v9n1/vera_paiva.pdf
Menezes, V. (2006). Autonomia e complexidade. Linguagem e Ensino, 9(1), 77-127.

Meyer, M. (1997). Erziehender Unterricht - von Johann Friedrich Hebarts ‘Zucht’ zur ‘Lernerautonomie’. Fremdsprachenunterricht, 6, 411-417.

Meyers, D. T. (1989). Self, society and personal choice. New York: Columbia University Press.

Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3-24.

Mezirow, J. (1985). A critical theory of self-directed learning. In S. Brookfield (Ed.), Self-directed learning: From theory to practice (17-30). San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass.

Michener, D. (1991). Setting up a self-access unit. Modern English Teacher, 3/4, 70-71.

Mickhail, G. (2002). MetaCapitalism: The new politics of the new academy. In R. Kupetz (Ed.), Empowerment of the learner: Changes and challenges (pp.13-26). Frankfurt am Main: Peter Lang.

Miliander, J. (1995). Fourth Nordic conference on developing autonomous learning in the foreign language classroom. Proceedings of a conference at Ransäter, Sweden, 29 August - 1 September, 1991. Högskolan I Karlstad.

Miller, L. (1992). Self-access centres in S.E. Asia. Research Report No.11, City Polytechnic of Hong Kong.

Miller, L. (1999). Self-access language learning in primary and secondary schools: The Malaysian experience and the Hong Kong potential. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (pp.61-72). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Miller, L. (1999). Self-access language learning: A world perspective. Ideas: Revista Para Profesores de Ingles, 2, 16-19.

Miller, L. (2000). A listening lesson: How to make the coursebook more interesting. Modern English Teacher, 9(4), 25-28.

Miller, L. (2000). What have you just learnt? Preparing learners in the classroom for self-access language learning. Modern English Teacher (Keynote paper), 9(3), 7-13.

Miller, L. (2001). A writing lesson: How to make the coursebook more interesting. Modern English Teacher, 10(1), 34-38.

Miller, L. (2001). A speaking lesson: How to make the course book more interesting. Modern English Teacher, 10(2), 25-28.

Miller, L. (2001). An ESP lesson: How to make the coursebook more interesting. Modern English Teacher, 10(3), 35-39.

Miller, L. (2001). A beginners’ lesson: How to make the course book more interesting. Modern English Teacher, 10(4), 35-39.

Miller, L. (2002). An advanced lesson: How to get more out of the materials. Modern English Teacher, 11(1), 23-27.

Miller, L. & Ng, R. (1996). Autonomy in the classroom: Peer assessment. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (133-146). Hong Kong: Hong Kong University Press.

Miller, L. & Rogerson-Revell, P. (1993). Self-access systems. ELT Journal, 47, 228-233.

Milton, J. (1997). Providing computerized self-access opportunities for the development of writing skills. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (237-248). London: Longman.

Milton, J., Smallwood, I. & Purchase, J. (1996). From word processing to text processing. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (233-248). Hong Kong: Hong Kong University Press.

Miner, N. (1985). Institutional self-direction : Ten years on. Mélanges Pédagogiques, 16.

Mizuki, P, (2003). Metacognitive strategies, reflection, and autonomy in the classroom. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Mizumoto, A. (2013). Effects of self-regulated vocabulary learning process on self-efficacy. Innovation in Language Learning and Teaching, 7(3), 253-265.

Mißler, B. & Multhaup, U. (1999). The construction of knowledge, learner autonomy and related issues in foreign language learning. Tübingen: Stauffenberg.

Mißler, B. & Wolff, D. (1994). Lernerautonomie: Eine Bibliographie zum Themenhaft. Die Neuere Sprache, 93(5), 528-538.

Mo K. M. (1997). Three techniques to promote learning autonomy. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Mok, M. M. C., & Lung, C. L. (2005). Developing self-directed learning in teachers. International Journal of Self-Directed Learning, 2(1), 18-39.

Mok, M. M. C., Leung, S. O., & Shan, P. W-J. (2005). A comparative study of the self-directed learning of primary students in Hong Kong and Macau. International Journal of Self-Directed Learning, 2(2), 39-54.

Mokhtari, K., & Sheorey, R. (2002). Measuring ESL students reading strategies. Journal of Developmental Education, 25(3), 2-10.

Moore, C. (1992). Self-access: Appropriate technology. Manchester: British Council.

Moore, M. G. (1973). Toward a theory of independent learning and teaching. Journal of Higher Education, 64(12), 661-679.

Moore, N. & Reinders, H. (2003). Teaching for self-study in the self-access centre. Modern English Teacher, 12(2), 48-51.

Moreira, M. A., Vieira, F. & Marques, I. (1999). Pre-service teacher development through action research. The Language Teacher, 23(12), 15-18, 36.

Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their language learning? Language Learning. 49(3), 377-415.

Morley, J. & Truscott, S. (2001). Setting up a credit-rated tandem scheme. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (199-207). London: Centre for Information on Language Teaching and Research.

Morrison , B. (2008). The role of the self-access centre in the tertiary language learning process. System, 36(2), 123-140.

Morrison, B. (1993). Setting up a self-learning unit in China. English Studies 10. London: British Council.

Morrison, B. (1996). Bringing it all together: The development of an Integrated Computer Language Learning Network in multimedia technology & applications. In Proceedings of the International Conference on Multimedia Technology & Management (pp.200-210), Hong Kong Baptist University, Hong Kong.

Morrison, B. (2005). Evaluating learning gain in a self-access language learning centre. Language Teaching Research, 9(3), 267-293.

Morrison, B. (1995). Working in Groups in Beijing & Hong Kong: Experience of a group-access approach to language learning. Hong Kong Polytechnic University: Working Papers in ELT & Applied Linguistics, 1(1), 105-118.

Morrison, B. (1999). Experiments and evaluation in self-access language learning. Hong Kong: The Hong Kong Association for Self-Access Learning and Development.[Selected papers from the second Hong Kong Association for Self-Access Learning & Development conference held in 1998.].

Morrison, B. (1999). Evaluating a self-access language learning centre: Why, what and by whom? In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (123-135). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Morrison, B. (2002). The troubling process of mapping and evaluating a self-access language centre. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: Challenges to research and practice (70-84). Dublin: Authentik.

Morrison, B. (2006). Mapping a Self-access Language Learning Centre. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Morrison, B. (Ed.) (2011). Independent Learning: Building on experience, seeking new perspectives. Hong Kong: Hong Kong University Press.

Morrison, B. R. (2013). Creating diagnostic frameworks for supporting focused, effective, self-directed learning. In Pattison, T. (Ed.), IATEFL 2012 Conference Selections (47-49). Canterbury: IATEFL.

Morrison, B. R. (2013). Learning behaviors: Subtle barriers in L2 learning. In J. Schwieter (Ed.), Studies and global perspectives of second language teaching and learning (69-89). Charlotte: Information Age Publishing.

Morrison, B. R. & Navarro, D. (2012). Shifting roles: from language teachers to learning advisors.. System, 40(3), 349-359.
http://www.sciencedirect.com/science/article/pii/S0346251X1200067X

Morrison, B.R. (2011). Self-directed learning modules for independent learning: IELTS exam preparation. Studies in Self-Access Learning Journal, 2(2), 51-67.
http://sisaljournal.org/archives/jun11/morrison/

Morrison, B.R. (2011). The bespoke syllabus, objective setting and WIN analyses. Independence, 52, 16-18.

Morrison, B.R. (2012). Learning lessons: Implementing the Autonomy Approach.. In T. Pattison (Ed.), IATEFL 2011 Conference Selections (73-75). Canterbury: IATEFL.
http://www.iatefl.org/

Morrison, B.R. (2012). From student-centred teaching to learner-led learning. Independence IATEFL Learner Autonomy SIG Newsletter, 54, 10-12.

Motteram, G. (1997). Learner autonomy and the web. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications, INSA (National Institute of Applied Sciences) Lyon, France.

Moulden, H. (1993). The learner trainer’s labours lost? Mélanges Pédagogiques, 21. Université de Nancy 2: CRAPEL.

Moulden, H. (1979). Extending S. D.L. in an engineering college: Experiment year one. Mélanges Pédagogiques, 10.

Moulden, H. (1980). Extending S. D.L. in an engineering college: experiment year two. Mélanges Pédagogiques, 11.

Moulden, H. (1983). Apprentissage auto-dirigé: Compte-rendu d'expériences 1978-1983. Mélanges Pédagogiques, 14.

Moulden, H. (1984). Case studies in teacher-assisted self-directed learning of English. Mélanges Pédagogiques, 15.

Moulden, H. (1985). A computer program for individualised vocabulary learning. Mélanges Pédagogiques, 16.

Moulden, H. (1985). Extending self-directed learning of English in an engineering college. In P. Riley (Ed.), Discourse and learning (206-232). London: Longman (First published in Mélanges Pédagogiques 9, 1978).

Moulden, H. (1986/87). The computer as an aid to learning to learn English: A project and one feasibility study. Mélanges Pédagogiques, 17.

Moulden, H. (1988). Self-directed learning of English for French students of computer applications in business management. In H. Holec (Ed.), Autonomy and self-directed learning: Present application (85-92). Strasbourg: Council of Europe.

Moulden, H. (1990). Assessing the self-directedness of foreign language learners. Mélanges Pédagogiques, 20.

Moulden, H. (1995). A mobile resources centre and some trials, errors and improvements in leaner training. Mélanges Pédagogiques, 22.

Mozzon-McPherson, M. (2000). Promoting and supporting independent learning out of the classroom: an analysis of the skills of advising and their implications on the emerging role of language learning advisers. Links & Letters 7 (Universitat Autónoma de Barcelona).

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=93
Mozzon-McPherson, M. (2002). Language advising. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Mozzon-McPherson, M. (2001). Language advising: Towards a new discursive world. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (7-22). London: Centre for Information on Language Teaching and Research.

Mozzon-McPherson, M. & Dantec, C. (2006). Managing language learning at university: An analysis of a strategy-based training programme. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Mozzon-McPherson, M. & Vismans, R. (2001). Beyond language teaching: Towards language advising. London: Centre for Information on Language Teaching and Research.

Munoz, C. (2010). On how age affects foreign language learning. Advances in Research on Language Acquisition and Teaching, 0, 39-49.

Murayama I. (1996). The status of strategies in learning: A brief history of changes in researchers’ views. Learning Learning, 2(3), 7-12.

Murphy, J. M. (1987). The listening strategies of English as a second language college students. Research and Teaching in Developmental Education, 4(1), 27-46.

Murphy, L. (2004). Critical reflection and autonomy: A study of distance learners of French, German and Spanish. In B. Holmberg, et al (Ed.), Distance education and languages: Evolution and change. Clevedon: Multilingual Matters.

Murphy, L. (2006). Supporting learner autonomy in a distance learning context. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (72-92). Dublin: Authentik.

Murphy, L. (2011). 'Why am I doing this?' Maintaining motivation in distance language learning. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (107-124). Great Britain: Multilingual Matters.

Murphy, L. & Hurd, S. (2011). Fostering learner autonomy and motivation in blended teaching. In Nicolson, M., Murphy, L. & Southgate, M. (eds) (Eds.), Language Teaching in Blended Contexts (43-58). Edinburgh: Dunedin Academic Press.

Murphy, M. (2003). Learning to surf: Structuring, negotiating, and owning autonomy. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Murphy, T. (2006). Ventriloquation: The inter-intramental dance in language learning. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (68-84). Dublin: Authentik.

Murphy, T. & Jacobs, G. (2000). Encouraging critical collaborative autonomy. JALT Journal, 22(2), 228-244.

Murphy, T., Chen, J. & Chen, L. C. (2005). Learners’ constructions of identities and imagined communities. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (83-100). Cambridge: Cambridge University Press.

Murray, G (2011). Imagination, metacognition and the L2 self in a self-access learning environment. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (75-90). Great Britain: Multilingual Matters.

Murray, G (2011). Identity, motivation and autonomy: Stretching our boundaries. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (247-262). Great Britain: Multilingual Matters.

Murray, G. (2004). Two stories of self-directed language learning. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003, (pp. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Murray, G. & Kojima, M. (2006). Out-of-class learning: one learner’s story. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning (25-40). Dublin: Authentik.

Murray, G. & Kouritzin, S. (1997). Rethinking second language instruction, autonomy and technology: A manifesto. System, 25(2), 185-195.

Murry, G., Gao, X. & Lamb, T. (2011). Identity, Motivation and Autonomy: Exploring their Links. Great Britain: Multilingual Matters.

Myers, C. (1990). Sharing the power: Facilitating Learner independence in the adult ESL Classroom. TESL Canada Journal, 8(1), 77-86.

Mynard, J. (2003). Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English. Doctoral dissertation, University of Exeter.

Myra M. Goldschmidt, Debbie Lamb Ousey, and Christine Brown, Penn State University, Brandywine (). Expanding the Learning Experience beyond the Classroom Walls for Developmental Immigrant Students. RTDE, 28(2).

Müller, M., Schneider, G. & Wertenschlag, L. (1988). Apprentissage autodirigé en tandem à l'Université. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (65-76). Strasbourg: Council of Europe.

Müller, M., Wertenschlag, L. & Wolff, J. (1989). Autonomes und partnerschaftliches Lernen. München: Langenscheidt.

Müller-Hartmann, A. (2000). Tandem learning. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (595-597). London: Routledge.

Müller-Verweyen, M. (1999). Reflection as a means of acquiring autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (79-88). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Müller-Verweyen, M. (1999). Selbstlernsysteme – beschreibung eines Konzepts. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (80-93). Ismaning: Hueber.

N

Nachi, H. E. (2003). Self-assessment and learner strategy training in a coordinated program: Using student and teacher feedback to inform curriculum design. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Naiman, N., Fröhlich, M., Stern, H. H. & Todesco, A. (1978). The good language learner. Research in Education Series, No. 7, Ontario Institute for Studies in Education.

Nakata, Y. (2006). Social interactive tools for the development of learner autonomy: From reactive to proactive autonomy. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (46-67). Dublin: Authentik.

Nakata, Y. (2006.). Motivation and experience in foreign language learning.. Oxford: Peter Lang..

Nakata, Y. (2009). Intrinsic motivation in the EFL school context: A retrospective study of English learning experiences in Japanese elementary schools.. The Journal of Asia TEFL, 6(4), 263-291.

Nakata, Y. (2010). Towards learner autonomy and teacher autonomy in the Japanese school context.. In Kjisik, F., Voller, P.,Aoki, N., & Nakata, Y. (Eds.), Mapping the terrain of learner autonomy: Learning environments, learning communities and identities (190-213). Tampere, Finland: Tampere University Press..

Nakata, Y. (2010.). Towards a framework for self-regulated language learning.. TESL Canada Journal, 27(2), 1-11.

Nakata, Y. (2011). Teachers' readiness for promoting learner autonomy: A study of Japanese EFL school teachers.. Teaching and Teacher Education, 27(2), 900-911.

Nakata, Y. (2011). Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education, 27.

Nakhoul, E. (1993). Letting go. In J. Edge & K. Richards (Eds.), Teachers develop teachers’ research: Papers on classroom research and teacher development. Oxford: Heinemann.

Namenwirth, E. (1995). Lever l'ambiguité au sujet de l'autonomie'. CERCLES 1994 Hull Conference. CERCLES, Bochum.

Narcy, J. P. (1994). Autonomie: Evolution ou révolution. Die Neuere Sprache, 93(5), 430-441.

Nation, I. S. P. (2001). Teaching and learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, P. & Crabbe, D. (1991). A Survival language learning syllabus for foreign travel. System, 19(3), 191-201.

National Council for Educational Technology. (1989). Supported self-study. London: NCET.

Navarro, D, Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.

Navarro, D. & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39, 290-301.

Nedelsky, J. (1989). Reconceiving autonomy: Sources thoughts and possibilities. Yale Journal of Law and Feminism, 1, 7-36.

Nesi, H. (1993). Self-access systems for English Language support. ReCALL, 8, 28-30.

Neubach, A. & Cohen, A. D. (1988). Processing strategies and problems encountered in the use of dictionaries. Dictionaries: Journal of the Dictionary Society of North America, 10, 1-19.

Newcombe, L. P. (2002). The relevance of social context in the education of adult Welsh learners with special reference to Cardiff. Ph.D Thesis, Cardiff University, South Wales, UK.

Newcombe, L. P. (2002). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics, 7(2), 39-56.

Newcombe, L. P. & Newcombe, R. G. (2001). “The ‘Bwlch’ is Great” – Welsh learners’ voices. Welsh Journal of Education/Cylchgrawn Addysg Cymru Vol. 10. Part 2, 72 – 91.

Newstetter, W. (2000). Reality therapy: Using negotiated work in a technical-writing class. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language Classroom (176-184). Cambridge: Cambridge University Press.

Nguyen, L., Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30.

Nichols, A. & Shepherd, C. (1990). Modern languages. In I. Gathercole (Ed.), Autonomy in language learning (pp.85-88). London: CILT.

Nicolaides, C. (2006). Roles learners believe they have in the the development of their language learning: Autonomy included? In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts. realities and responses. Amsterdam: John Benjamins.

Nikolov, M. (2000). “We do what we like”: Negotiated classroom work with Hungarian children. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (83-93). Cambridge: Cambridge University Press.

Nix, M. (2003). Researching learner autonomy. With E. Abe, P. Benson, C. Bradley, M. Carroll & E. Head, In JALT 2002: Waves of the future. Proceedings of the 28th JALT International Conference on Language Teaching/Learning. Tokyo: JALT.

Nix, M. (2002). Towards an appropriate model of culture for developing learner autonomy. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (43-48). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Nix, M. (2003). Writing autonomy; or ‘It’s the content, stupid!’. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.
http://www.miyazaki-mu.ac.jp/%7Ehnicoll/learnerdev/aya/AyaTOC.html

Noble, P. (1980). Resource-based learning in post-compulsory education. London: Kogan Page.

Noels, K. A. (2001). New orientations in language learning motivation: Towards a model of intrinsic, extrinsic and integrative orientations. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (43-68). Honolulu Hawai'i: University of Hawai’i Second Language Teaching and Curriculum Centre.

Noels, K. A., Pelletier, L. G., Clément, R. & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language learning, 50(1), 57-85.

Noels, K.A. (2001). Noels, K.A. (2001). Learning Spanish as a second language: Students’ orientations and Perceptions of teachers’ communicative style. Language Learning, 51, 107-144.

Noels, K.A. (2005). Orientations to learning German: Heritage background and motivational processes. Canadian Modern Language Review, 62, 285-312.

Noels, K.A. (2009). Identity and the internalization of language learning into the self-concept. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (295-313). Clevedon UK: Multilingual Matters.

Noels, K.A. , Clement, R., Pelletier, L. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English.. Canadian Modern Language Review, 57.
144

Nolan, J. (2000). Language learning processes: Finding the key to learningeffectiveness and learner autonomy? In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (113-125). Dublin: Trinity College, Centre for Language and Communication Studies.

Nolan, R. E. (1981). Dependency versus autonomy in adult second language learning. Proceedings of the 22nd annual adult education research conference. 1-3 April, 1981, Northern Illinois University, De Kalb.

Norris, L. & Spencer, S. (2000). Learners, practitioners, teachers: Diamond spotting and negotiating role boundaries. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (195-204). Cambridge: Cambridge University Press.

North, B. (2000). Defining a flexible common measurement scale: Descriptors for self and teacher assessment. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (13-48). Mahwah, NJ: Lawrence Erlbaum.

Norton, B. (2000). Identity and language learning: Gender. ethnicity and educational change. London: Longman.

Norton, B. (2001). Non-participation in imagined communities and the language classroom. In M. P. Breen (Eds.), Learner contributions to language learning (159-171). London: Longman.

Norton, B. & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35(2), 307-322.

Nuhne, H. E. (1982). Schüler organisieren ihr Lernen selbst - Ein Projekt in englischen Anfangsunterricht'. Die deutsche Schule, 74(1), 35-43.

Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge University Press.

Nunan, D. (1992). Collaborative language learning and teaching. Cambridge University Press.

Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158.

Nunan, D. (1996). Towards autonomous learning: Some theoretical, empirical and practical issues. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (13-26). Hong Kong: Hong Kong University Press.

Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (192-203). London: Longman.

Nunan, D. & Lamb, C. (1995). The self-directed teacher: Managing the learning process. New York: Cambridge University Press.

Nunan, D., Lai, J. & Keobke, K. (1999). Towards autonomous language learning: Strategies, reflection and navigation. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (69-78). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

O

O’Dell, F. (1992). Helping teachers to use a self-access centre to its full potential. ELT Journal, 46(2), 153-159.

O’Dell, F. (1997). Confidence building for classroom teachers working with self-access resources. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (150-163). London: Longman.

O’Dowd, G. V. G. (2002). Trials and tribulations: Keeping autonomy on track in the classroom. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (207-216). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

O’Dwyer, J. (1994). Self-study: Empirical research into materials design and use. In K. Richards & P. Roe (Eds.), Distance learning in ELT (pp. 108-123). Modern English Publications in association with the British Council.

O’Malley, J. M. (1987). The effects of training in the use of learning strategies on acquiring English as a second language. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (133-144). London: Prentice Hall.

O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press.

O’Malley, J. M., Chamot, A. U., Stewner-Marizanares, G., Kupper, L. & Russo, R. P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35(1), 21-46.

O’Malley, J. M., Chamot, A. U., Stewner-Marizanares, G., Russo, R. P. & Kupper, L. (1985). Learning strategy applications with students of English as a second language. TESOL Quarterly, 19(3), 557-584.

O’Rourke, B. & Schwienhorst, K. (2003). Talking text: Reflections on reflection in computer-mediated communication. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (47-62). Dublin: Authentik.

Obermeier, A. (2002). Snapshots of learner autonomy. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (249-252). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Oh, M. K. (2002). Four Korean adult learners’ ESL learning beliefs and learner autonomy. Doctoral dissertation, State University of New York at Buffalo.

Oliveira, N. (1999). Experiências didácticas de auto-avaliação. Cadernos 1, 59-64 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Olivier, R. (1990). Learner autonomy. In B. Page (Ed.), What do you mean...It's wrong?. London: CILT.

Or, W. W. F. (1994). Helping learners plan and prepare for self-access learning. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 45-58), Hong Kong University Press.

Ortiz, Isabelle, A., Tassinari, Maria Giovanna, B. (2011). Eine integrierte Lernumgebung zur Foerderung von Lernerautonomie. In A. Arntz, Reine, B. Krings, Hans. P., C. Kuehn, Baerbel (Eds.), Autonomie und Motivation. Ertraege des 2. Bremer Symposions zum autonomen Fremdsprachenlernen (143-153). Bochum: AKS Verlag.

Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and applications. Language Testing, 6, 1-13.

Oscarson, M. (1997). Self-assessment of foreign and second language proficiency. In C. Clapham & D. Corson (Eds.), Language testing and assessment (175-187). Encyclopedia of Language and Education. Volume 7. Dordrecht: Kluwer.

Oskarsson, M. (1980). Approaches to self-assessment in foreign language learning. Oxford: Pergamon.

Oskarsson, M. (1984). Self-assessment of foreign language skills: A survey of research and development work. Strasbourg: Council of Europe.

Oxford, R. & Green, J. (1996). Language learning histories: Learners and teachers helping each other understand learning styles and strategies. TESOL Journal, 5(1), 20-23.

Oxford, R. L. (1996). Employing a questionnaire to assess the use of language learning strategies, Applied Language Learning, 7(1-2), 25-45.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Rowley, Mass: Newbury House.

Oxford, R. L. (1996). Language learning strategies around the world: Cross cultural perspectives. (Technical Report 13). Honolulu: Second Language Teaching and Curriculum Center, University of Hawai’i.

Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (75-91). Basingstoke: Palgrave Macmillan.

Oxford, R. L. & Burry-Stock, J. A. (1995). Assess the use of language learning strategies worldwide with the ESL/EFL version of the strategy inventory for language learning (SILL). System, 23(1), 1-23.

Oxford, R. L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal, 73, 291-300.

Oxford, R. L., Lavine, R. Z., Felkins, G., Hollaway, M. E. & Saleh, A. (1996). Telling their stories: Language students use diaries and recollections. In R. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (19-34). Honolulu: University of Hawaii.

Ozawa, K. (2002). Facilitating autonomy through the research paper. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (147-154). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

P

Page, B. (1992). Letting go, taking hold. A guide to independent language learning by teachers for teachers. London: CILT.

Paiva, V. L. M. O. (2011). Identity, motivation and autonomy in second language acquisition from the perspective of complex dynamical systems. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (57-72). Great Britain: Multilingual Matters.

http://f7385.tripod.com/Thesis/
Palfreyman, D. (2001). The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution. Ph.D Thesis. University of Kent at Canterbury.

Palfreyman, D. (2001). The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution. PhD thesis. University of Kent at Canterbury..
http://www.dpalfreyman.net/thesis/

Palfreyman, D. (2003). Introduction: Culture and learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (1-19). Basingstoke: Palgrave Macmillan.

Palfreyman, D. (2003). The representation of learner autonomy and learner independence in organizational culture. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (183-200). Basingstoke: Palgrave Macmillan.

Palfreyman, D. (2003). Expanding the discourse on learner development: A reply to Anita Wenden. Applied Linguistics, 24(2), 243-8.

Palfreyman, D. (2006). Social context and resources for language learning. System, 34(3), 352-370.

Palfreyman, D. & Smith, R. C. (2003). Learner autonomy across cultures: Language education perspectives. Basingstoke: Palgrave Macmillan.

Pang, J. X., Ye, N. & Zhang, Y. L. (2004). Learner autonomy: Identity and self. Foreign Languages and their Teaching, 04.6, 22-25.

Pang, T. T. T. (1994). A self-directed project: A critical humanistic approach to self-access. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 29-38). Hong Kong University Press.

Pang, T. T. T. (1994). Networking self-access: Linking language education with community. Occasional Papers in Language Teaching, 4, (pp. 37-42) (ELT Unit: Chinese University of Hong Kong).

Papalia, A. (1976). Learner-centred language teaching methods and materials. Rowley Mass: Newbury House.

Paris, S. G. & Byrnes, J. Y. P. (1989). The constructivist approach to self-regulation of learning in the classroom. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (169-200). New York: Springer-Verlag.

Park, E. M. (2004). Language bias in the LAP: Use of the English language version with East Asian populations. International Journal of Self-Directed Learning, 1(2), 95-108.

Park, E. M. (2003). Learner autonomy in selected populations of East Asian graduates students who study at institutions in the United States. Doctoral dissertation: George Washington University.

Park, E. M., Candler, C., & Durso, S. C. (2005). Medical students’ perceptions of selected instructional methods. International Journal of Self-Directed Learning, 2(2), 55-65.

Parker Kathryn (2007). STUDENT PERCEPTION OF THE USEFULNESS OF CALL, AND CALL RESOURCES, IN. unpublished MA thesis. Auckland University.
http://au.geocities.com/kathypnz/CALLThesis.pdf
This thesis reports on a descriptive survey which investigated students’ perceptions of the usefulness of computer-assisted language learning (CALL) for their learning of English as a second language in New Zealand tertiary self-access centres. Sixty-four English second language students using the facilities of 8 New Zealand tertiary self-access centres and 18 staff associated with those centres participated in this study.The findings suggest that CALL is seen as one of the valuable III resources in self-access but is not ranked above more traditional learning sources by students and may be overvalued by staff.

Parnell, R. & Procter, L. (2011). Flexibility and placemaking for autonomy in learning. Educational & Child Psychology, 28(1), 77-88.

Pavlenko, A. & Lantolf, J. P. (2000). Second language learning as participation and the (re)construction of selves. In J. P. Lantolf (Eds.), Sociocultural theory and second language learning (155-178). Oxford: Oxford University Press.

Pearson, N. (2004). The idiosyncracies of out-of-class language learning: A study of mainland Chinese students studying English at tertiary level in New Zealand. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003, (p. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Pekkanliegel, I. (2009). Learner autonomy in the language classroom: from teacher dependency to learner independency. Procedia Social and Behavioral Sciences, 1.

Pemberton, R. & Toogood, S. (2001). Expectations and assumptions in a self-directed language-learning programme. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (66-83). London: Centre for Information on Language Teaching and Research.

Pemberton, R. & Toogood, S. (2006). Scaffolding for self-Access language learning and the FTG model. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Pemberton, R., Ho, S., Lam, J. & Toogood, S. (1999). . Developing a self-directed English language-learning programme for postgraduate students. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (pp.1-24). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Pemberton, R., Li, E. S. L., Or, W. W. F. & Pierson, H. D. (1996). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press.

Pemberton, R., Toogood, S., Ho, S. & Lam, J. (2001). Approaches to advising for self-directed language learning. The AILA Review, 15, 16-25.

Pemberton, R., Toogood, S., Ho, S. & Lam, J. (2001). Enhancing the quality of adviser support for self-directed language learning. In D. K. Kember, S. Candlin & L. Yan (Eds.), Further case studies of improving teaching and learning from the action learning project (143-160). Hong Kong: Action Learning Project.

Peng, T. C. (2003). The culture of learning and its impact on learner autonomy: Observations from a Chinese university. Doctoral dissertation, School of Intercultural Studies, Biola University.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=411
Penman, C. (2002). Evaluating tandem interactions. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Pennycook, A. (1997). Cultural alternatives and autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (35-53). London: Longman.

Pereira, A., Almeida, S.,Costa, S., e Ferraz, L Mamede, M. A. (2001). Aprender a aprender - propostas didácticas. Cadernos 2, 69-89 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Pessoa, J. F. (1999). Actividades de Apoio Pedagógico – instrumentos de recolha e registo de informação. Cadernos 1, 65-8 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Peters, J. M., & Gray, A. (2005). A solitary act one cannot do alone: The self-directed, collaborative learner. International Journal of Self-Directed Learning, 2(2), 12-23.

Petersson, E., Brooks, A (2006). Virtual and Physical Toys: Open-Ended Features for Non-Formal Learning. Cyberpshychology & Behaviour, 9(2).

Peñaflorida, A. H. (2002). Nontraditional forms of assessment and response to student writing: A step towards learner autonomy. In J. C. Richards & W. Renardya (Eds.), Methodology in language teaching: An anthology of current practice (344-353). Cambridge: Cambridge University Press.

Phan, T. (2012). Teacher Autonomy and Learner Autonomy: An East Asian’s Perspective. International Journal of Social Science and Humanity, 2(6).

Phillips, A. D. (2004). An assessment of the learner autonomy of students enrolled in academic and vocational programs at Thomas Nelson Community College (Virginia). Doctoral dissertation, George Washington University.

Phillips, D. C. (1975). The anatomy of autonomy. Educational Philosophy and Theory, 7(2), 1-12.

Phillips, J. A. (1997). Redesigning instruction to create autonomous learners and thinkers. In D. Bridges, Education, autonomy and democracy citizenship (pp. 261-271). London: Routledge.

Phillips, M. (1977). Autonomy or automatons? Freedom and control in language-learning techniques. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 93-105). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Philpott, P. (1995/6). The efficient language learner. Modern English Teacher, 4(4/5).

Pickard, N. (1995). Out-of-class language learning strategies: Three case studies. Language Learning Journal, 12, 35-37.

Pierce, B. N. (1995). Social identity, investment, and language learning. TESOL Quarterly 29(1), 9-31.

Pierce, B. N. (1989). Toward a pedagogy of possibility in the teaching of English internationally: People’s English in South Africa. TESOL Quarterly, 23(3), 401-420.

Pierce, C. (1995). A model for self-access language provision. Language Learning Journal, 11, 30-32

Pierson, H. D. (1994). Fact-finding trip to language resource centres in Europe and its implications for language policy at CUHK. Occasional Papers in Language Teaching, 4, 1-7 (ELT Unit: Chinese University of Hong Kong).

Pierson, H. D. (1994). Preparing teachers for self-access: Hong Kong experiences. In E. Esch (Ed.), Self-access and the adult language learner (137-139). London: CILT.

Pierson, H. D. (1996). Learner culture and learner autonomy in the Hong Kong Chinese context. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (49-58). Hong Kong: Hong Kong University Press.

Pinter, A. (2006). Towards teacher autonomy. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning (104-120). Dublin: Authentik.

Piper, A. (1994). Ecologia: The assumptions, expectations and strategies of modern languages students working in a self-access learning environment for the first time. Language Awareness, 3(1), 11-27.

Piskurich, G. M. (1993). Self-directed learning: A practical guide to design. development and implementation. San Francisco, CA: Jossey-Bass.

Polanyi, L. (1995). Language learning and living abroad: Stories from the field. In B. F. Freed (Eds.), Second language acquisition in a study abroad context (271-291). Amsterdam: Benjamins.

Politzer, R. (1983). An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition, 6(1), 54-65.

Politzer, R. & McGroarty, M. (1985). An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19(1), 103-123.

Ponto, M. (2011). Nursing students’ perceptions of autonomy: A qualitative study. Prog health sci, 1(2).

Ponton, M. K., Carr, P. B., & Derrick, M. G. (2004). A path analysis of the conative factors associated with autonomous learning. International Journal of Self-Directed Learning, 1(1), 59-69.

Ponton, M. K., Derrick, M. G., Hall, J. M., Rhea, N., & Carr, P. (2005). The relationship between self-efficacy and autonomous learning: The development of new instrumentation. International Journal of Self-Directed Learning, 2(1), 50-61.

Ponton, M., Derrick, M. G., Confessore, G., & Rhea, N. (2005). The role of self-efficacy in autonomous learning. International Journal of Self-Directed Learning, 2(2), 81-90.

Poon, E. Y. W. (1994). Developing materials for the Independent Learning Centre at The Chinese University of Hong Kong. In E. Esch (Ed.), Self-access and the adult language learner (159-164). London: CILT.

Poppi, F. (2001). Learning support systems and learning environments. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (149-160). London: Centre for Information on Language Teaching and Research.

Porcher, L. (1988). Formation de formateurs en Français langue étrangère: autonomies et technologies. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (129-136). Strasbourg: Council of Europe.

Porcher, L. (1992). Les Auto-apprentissages. Paris: EDICEF.

Porte, G. (2003). Addressing diversity by diversion: Individual revision in writing as a collaborative venture. In M. Jiménez Raya & T. Lamb (Eds), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Porte, G. (1988). Poor language learners and their strategies for dealing with new vocabulary. ELT Journal, 42, 167-172.

Potts, D. (1988). One-to one learning. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 132-149). London: Kogan Page.

Powell, J. P. (1988). Reducing teacher control. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 109-118). London: Kogan Page.

Powell, J. P. (1985). Autobiographical learning. In D. Boud et al (Ed.), Reflection: Turning experience into learning (41-51). London: Kogan Page.

Prabhu, N. S. (1987). Second language pedagogy. Oxford University Press.

Press, M. C. (1996). Ethnicity and the autonomous language learner: Different beliefs and different strategies. In E. Broady & M. M Kenning (Eds.), Promoting learner autonomy in university language teaching (237-259). London: Association for French Language Studies/CILT.

Pugsley, J. (1988). Autonomy & individualization in whole-class instruction. In A. Brookes & P. Grundy (Eds.), Individualization & autonomy in language learning (pp. 54-61). ELT Documents 131. Modern English Publications / British Council.

R

Raappana, S. (1997). Metacognitive skills, planning and self-assessment as a means towards self-directed learning. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (123-138). Strasburg: Editions du Conseil de l’Europe.

Race, E. (1985). Materials in self-access. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (120-128). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Race, P. (1989). The open learning handbook: Selecting, designing and supporting open learning materials. London: Kogan Page.

Race, P. (1992). 53 Interesting ways to write open learning materials. Bristol: Technical and Educational Services.

Raddon, R. & Dix, P. (1989). Planning learning resource centres in schools & colleges. Aldershot, UK: Gower.

Ramachandra, R. (1985). Self-directed learning and self-access in AMEC/Darwin. In R. J. Mason (Eds.), Self-directed learning and self-access in Australia: From practice to theory (241-246). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Ramadevi, S. (1992). Learner autonomy in the ESL classroom: A study in curriculum design. New Dehli: B.R. Publishing Corporation.

Rampillon, U. (1994). Autonomes Lernen im Fremdspracheunterricht - Ein Widerspruch in sich oder eine neue Perspective? Die Neuere Sprache 93(5), 442-454.

Ramírez, A. G. (1986). Language learning strategies used by adolescents studying French in New York schools. Foreign Language Annals, 19(2), 131-141.

Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825-1853.

Rando, G. (2002). Non-English-speaking background students in Australian universities and the question of academic English: The Wollongong experience. In R. Kupetz (Ed.), Empowerment of the learner: Changes and challenges (111-136). Frankfurt am Main: Peter Lang.

Rardin, J., Tranel, D., Tirone, P., Green, B. E. (1988). Education in a new dimension: The counseling-learning approach to community language learning. Dubuque,IL: Counseling-Learning Publications.

Ravindran, R. (2000). Towards learner autonomy: Evolution in practice: The Certificate in Independent Language Learning. In B. Sinclair, et al (Ed.), Learner autonomy, teacher autonomy: Future directions (60-72). London: Longman.

Raya, M. J. (2005). Autonomy support through learning journals. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Raz, J. (1986). The morality of freedom. Oxford University Press.

Rees, M. (1988). In-company self-directed learning. Mélanges Pédagogiques, 18.

Rees-Miller, J. (1994). Comments on Janie Rees-Miller's “A critical appraisal of learner training: theoretical bases and teaching implications”: The author responds. TESOL Quarterly, 28(4), pp. 771-781.

Rees-Miller, J. (1993). A critical appraisal of learner training: Theoretical bases and teaching implications. TESOL Quarterly, 27(4), 679-689.

Reeve, J. & Jang, H. (2006). What teachers say and do to support student's autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218.

Regan, J. A. (2005). Facilitating students towards self-directed learning. In E. Hartley, A. Woods & M. Pill (Eds.), Enhancing teaching in higher education: New approaches for improving student learning (93-108). London: Routledge.

Reid, J. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21, 87-111.

Reinders, H. (2004). Learner strategies in the language classroom: Which strategies, when and how? RELC Guidelines, 26(1), 31-35.

Reinders, H. (2004). Self-access centres: Teaching language and teaching learning. The Language Teacher, 28(6).

Reinders, H. (2005). Non-participation in a university language programme. JALT Journal, 27(2), 209-226.

Reinders, H. (2005). Learning to Learn. Tokyo: Meiji University.

Reinders, H. (2006). Supporting self-directed learning through an electronic learning environment. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

Reinders, H. (2006). Portable language learning: creating materials for the Ipod. English Teaching Professional, 46.
http://www.hayo.nl/article%20-%202006%20-%20English%20Teaching%20Professional%20-%20portable%20language%20learning.doc

Reinders, H. (2007). Big brother is helping you. Supporting self-access language learning with a student monitoring system. System, 35(1), 93-111.

Reinders, H. (2007). University Language Advising: is it Useful? Reflections in English Language Teaching, 5(1).
http://www.nus.edu.sg/celc/publications/ReindersVol5.pdf

Reinders, H. (2007). The English Language Self-Access Centre. IATEFL Learner Autonomy Newsletter, 39(3).
http://www.learnerautonomy.org/sac-auck2.html

Reinders, H. (2007). Podquests. Language learning on the move. ESL Magazine, 58.

Reinders, H. (2008). Do advisory sessions encourage independent learning? Reflections, 11, 1-7.

Reinders, H. (2008). Technology and second language teacher education. In A. Burns & J. Richards (Eds.), The Cambridge Guide to Language Teacher Education. Cambridge: Cambridge University Press.

Reinders, H. (2008). The what, why, and how of language advising. MEXTESOL Journal, 32(2), 13-22.
http://www.innovationinteaching.org/language-advising

Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education, 35(5), 40-55.
http://www.google.com/url?sa=t&source=web&cd=1&ved=0CBYQFjAA&url=http%3A%2F%2Fajte.education.ecu.edu.au%2Fissues%2FPDF%2F355%2FReinders.pdf&ei=hZtyTKeHA4_l4AaW6Z2WCw&usg=AFQjCNHQDchNI4V1O90eJNFRhl4LS0a6iw&sig2=pcx1ARYdvD2MCkkJtS0u0Q

Reinders, H. (2010). 20 Ideas for Using Mobile Phones in the Language Classroom. ELT Forum, 46(3), 20-25.
http://innovationinteaching.org/mobilephones/

Reinders, H. (2010). Proofreading and revising your work. An activity for fostering autonomy. ELTWO Journal, 0.
http://blog.nus.edu.sg/eltwo/about/

Reinders, H. (2011). Digital Storytelling in the Language. ELTWO Journal, 3.
http://blog.nus.edu.sg/eltwo/2011/04/12/digital-storytelling-in-the-foreign-language-classroom/

Reinders, H. (2011). Towards an operationalisation of autonomy. In Ahmed, A. Cane, G. & M. Hanzala (Eds.), Teaching English in Multilingual Contexts: Current Challenges, Future Directions (37-52). Cambridge: Cambridge Scholars Publishing.
http://www.innovationinteaching.org/Reinders%20-%20From%20autonomy%20to%20autonomous%20learning.pdf

Reinders, H. (2012). Digital Games in Language Learning and Teaching.. Basingstoke: Palgrave Macmillan.

Reinders, H. (2012). ‘Language advising in context: towards pedagogical and institutional integration. In Mynard, J., & L. Carson (Eds.), Advising in language learning: Dialogue, tools and context. Harlow: Longman.

Reinders, H. & Balcikanli, C. (2011). Do classroom textbooks encourage learner autonomy. Novitas, 5(2), 265-272.
http://www.novitasroyal.org/Vol_5_2/ReindersH_BalcikanliC.pdf

Reinders, H. & Balcikanli, C. (2011). Learning to foster autonomy: the role of teacher education materials. SISAL, 2(1), 15-25.
http://sisaljournal.org/archives/mar11/reinders_balcikanli/

Reinders, H. & Cho, M. (2010). Extensive Listening Practice and Input Enhancement Using Mobile Phones: Encouraging Out-of-Class Learning with Mobile Phones. TESL-EJ, 14(2).
http://www.tesl-ej.org/wordpress/volume14/ej54/ej54m2/

Reinders, H. & Cho, M. (2011). Encouraging informal language learning with mobile technology: does it work? Journal of Second Language Teaching and Research, 0, 3-29.
http://www.uclan.ac.uk/schools/languages_and_international/second_language/files/Article_1__Reinders_and_Cho.pdf

Reinders, H. & Darasawang, P. (2012). Diversity in Language Support. In Stockwell, G. (Ed.), Computer-assisted language learning: Diversity in research and practice (49-70). Cambridge: Cambridge University Press.

Reinders, H. & Lazaro, N. (2011). Beliefs, Identity and Motivation in Implementing Autonomy. The Teacher’s Perspective’. In Murray, G., Gao, A., & T. Lamb (Eds.), Identity, Motivation and Autonomy in Language Learning. Bristol: Multilingual Matters.
http://www.innovationinteaching.org/publications-beliefs-identity-and-motivation

Reinders, H. & Lazaro, N. (2011). Beliefs, identity and motivation in implementing autonomy: The teacher's perspective. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (125-142). Great Britain: Multilingual Matters.

Reinders, H. & Lázaro, N. (2007). Innovation in language support: the provision of technology in self-access. CALL Journal, 20(2), 117-130.

Reinders, H. & Wattana, S. (2011). Learn English or Die: The effects of digital games on Interaction and Willingness to Communicate in a Foreign Language. Digital Culture and Education, 3(1), 4-28.
http://www.digitalcultureandeducation.com/uncategorized/dce1049_reinders_html_2011/

Reinders, H. & Wattana, S. (2012). Talk to me! Games and students’ willingness to communicate. In Reinders, H. (Ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan.

Reinders, H. & White, C. (2010). The theory and practice of technology in materials development and task design. In Harwood, N. (Ed.), Materials in ELT: Theory and Practice (58-80). Cambridge: Cambridge University Press.

Reinders, H. & White, C. (2011). Learner Autonomy and New Learning Environments. Special issue of Language Learning & Technology 15:3.
http://llt.msu.edu/issues/october2011/index.html

Reinders, H. & Cotterall, S. (2001). Language learners learning independently: How autonomous are they? TTWiA, 65(1), 85-97.

Reinders, H. & Lewis, M. (2005). How well do self-access call materials support self-directed learning? JALT CALL Journal, 1(2), 41-49.

Reinders, H. & Lewis, M. (2006). An evaluative checklist for self-access materials. ELT Journal, 60(3), 272-278.

Reinders, H. & Lewis, M. (2006). Materials evaluation and teacher autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Reinders, H. and Lewis, M. (2008). Podquests. Language games on the go. In Andreade, M. (Ed.), Language Games. Alexandria: TESOL.

Reinders, H., Anderson, H. & Jones-Parry. J. (2003). Self-access language learning in tertiary studies in Australia and New Zealand: a preliminary report. New Zealand Studies in Applied Linguistics, 9(1), 109-114.

Reinders, H., Anderson, H., Hobbs, M. & Jones-Parry, J. (2004). Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Reinders, H., Hacker, P. & Lewis, M. (2004). The language advisor's role: identifying and responding to needs. Language Learning Journal, 30, 30-35.

Reinders, H., Lazaro, N. (2007). Current approaches to assessment in self-access. TESL-EJ, 11(3), 1-13.
http://tesl-ej.org/ej43/toc.html

Reinders, H., Lewis, M. & Kirkness, A. (2006). Transform your teaching. Auckland: Pearson Education. Reinders, H. & Lewis, M. (2005). Examining the 'self'' in self-access materials. rEFLections, 7, 46-53.

Reinders, H., Loewen, S. (2013). Autonomy and language learning behaviour. The role of student initiation and participation in L2 classrooms. Study in English Language Teaching, 1(1), 1-12.

Reinders, H., Moore, N. and Lewis, M. (2008). The International Student's Handbook. Basingstoke: Palgrave.
www.palgrave.com

Reio, T. G. (2004). Prior knowledge, self-directed learning readiness, and curiosity: Antecedents to classroom learning performance. International Journal of Self-Directed Learning, 1(1), 18-25.

Reio, T. G., & Davis, W. (2005). Age and gender differences in self-directed learning readiness: A developmental perspective. International Journal of Self-Directed Learning, 2(1), 40-49.

Remisio, L., Frenandes, I. S., Paiva, M. & Sousa, M. (2002). Developing teacher and learner autonomy: A case study. In F. Vieira, M.A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Remmert, D. (1997). Introducing autonomous learning in a low ability set. Language Learning Journal, 15, 14-20.

Remísio, L., Paiva, M., Sousa, M., e Fernandes, I. S. & Mamede, M. A. (2001). Autonomia: representações e práticas dos professsores estagiários. Cadernos 2, 94-96 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Rezaee, Mehrdad Farahian, Majid (2012). The Case Study of a Field-Independent English Language Learner. Procedia - Social and Behavioral Sciences, 47, 114-119.

Ribe, R. & Vidal, N. (1993). Project work. London: Heinemann.

Ribé, R. (2003). Individual differences in the FL classroom: A pedagogical perspective. In M. Jiménez Raya & T. Lamb (Eds), Differentiation in the codern languages classroom. Frankfurt am Main: Peter Lang.

Ribé, R. (2000). Developing learner autonomy in foreign language learning. Barcelona: University of Barcelona.

Ribé, R. (2000). Introducing negotiation processes: An experiment with creative project work. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (63-82). Cambridge: Cambridge University Press.

Ribé, R. (2003). Tramas in the foreign language classroom: autopoietic networks for learner growth. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: teacher, learner, curriculum and assessment (11-28). Dublin: Authentik.

Richards, H. (1999). Learners’ perceptions of learning gains in self-access. Ph.D thesis. Victoria University, Wellington

Richards, K. (1994). Writing distance learning materials. In K. Richards & P. Roe (Eds.), Distance learning in ELT (pp. 94-107), Modern English Publications in association with the British Council.

Richterich, R. & Suter, B. (1988). Autonomie et matériels pédagogiques: Quelques exemples de “Cartes sur Table”. In H. Holec (Ed.), Autonomy and self-directed learning: Present fields of application (137-147). Strasbourg: Council of Europe.

Ridley, J. (1997). Learner autonomy 6: Developing learners’ thinking skills. Dublin: Authentik.

Ridley, J. (2000). Towards autonomy in university classrooms: The role of learners’ goals. In D. Little, L. Dam & J. Timmer (Eds.), Focus on learning rather then teaching: Why and how? (126-137). Dublin: CLCS/IATEFL.

Ridley, J. (2001). Teachers’ and learners’ understanding of what language learning entails. In L. Karlsson, F. Kjisik & J. Nordlund (Eds.), All together now (188-194). Papers from the 7th Nordic conference and workshop on autonomous language learning. Helsinki: Helsinki University Press.

Ridley, J. (2003). Learners’ ability to reflect on language and their learning. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (78-89). Dublin: Authentik.

Riley P. (1996). Notes on the design and lay-out of self-access centres. Mélanges Pédagogiques, 22, 105-22.

Riley P. & Sicre, M. (1978). Une expérience d'auto-enseignement de groupe'. Mélanges Pédagogiques, 9.

Riley, P. (1977). On preparing adult learners for autonomy. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 77-92). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Riley, P. (1982). Learners’ lib: Experimental autonomous learning scheme. In M. Geddes & G. Sturtridge (Eds.), Individualisation (pp. 61-63). Modern English Publications.

Riley, P. (1985b). Autonomous learning schemes: Principles and organization. P. Riley (Ed.), Discourse and learning (pp. 170-172). London: Longman.

Riley, P. (1988). The ethnography of autonomy. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (pp. 12-34). ELT Documents 131. Modern English Publications in association with the British Council, pp. Macmillan).

Riley, P. (1994). Aspects of learner discourse: Why listening to learners is so important. In E. Esch (Ed.). Self-access and the adult language learner (pp. 7-18). London: CILT.

Riley, P. (1996). “The blind man and the bubble”: Researching self-access. In R. Pemberton, et al. (Eds.). Taking control: Autonomy in language learning (pp. 251-264). Hong Kong: Hong Kong University Press.

Riley, P. (1974). From fact to function : Aspects of the work of the C. R.A.P.E.L.. Mélanges Pédagogiques, 5.

Riley, P. (1980). Mud and stars: Personal construct, sensitization and learning. Mélanges Pédagogiques, 11.

Riley, P. (1981). From self-access to self-direction. In J. A. Coleman & T. Towell (Eds.), The advanced language learner. London: CILT.

Riley, P. (1985). Discourse and learning. London & New York: Longman.

Riley, P. (1986). Who’s who in self-access. TESOL France News, 6(2), 23-35.

Riley, P. (1987). From self-access to self-direction. In J. A. Coleman & R. Towell (Eds.), The advanced language learner (75-88). London: CILT.

Riley, P. (1989). “There's nothing as practical as a good theory”: Research, teaching and learning functions of language centres. Melanges Pedagogiques, 19.

Riley, P. (1989). Learner’s representations of language and language learning. Mélanges Pédagogiques, 19.

Riley, P. (1995). Notes on the design of self-access systems. Mélanges Pédagogiques, 22.

Riley, P. (1997). ‘BATs’ and ‘BALLs’: Beliefs about talk and beliefs about language learning. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi (Also published in Mélanges Pédagogiques 23).

Riley, P. (1997). The guru and the conjurer: aspects of counselling for self-access. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (114-131). London: Longman.

Riley, P. (1999). On the social construction of ‘the learner’. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and ffecting change (29-42). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Riley, P. (2000). CRAPEL – Centre de Recherches et d’Applications Pédagogiques English Langues. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (150-151). London: Routledge.

Riley, P. (2001). “The learner”: Self-made man or man-made self? In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (173-184). London: Centre for Information on Language Teaching and Research.

Riley, P. (2003). Self-access as access to ‘self’: Cultural variation in the notions of self and personhood. In D. Palfreyman & R.C. Smith (Eds.), Learner autonomy across cultures: language education perspectives (92-109). Basingstoke: Palgrave Macmillan.

Riley, P. & Zoppis, C. (1985). The sound and video library. In P. Riley (Ed.), Discourse and learning (286-298). London: Longman (First published in Mélanges Pédagogiques, 7, 1976).

Riley, P., Gremmo, M. & Moulden, H. (1989). Pulling yourself together: The practicalities of setting up and running self-access systems. In D. Little (Ed.), Self-access systems for language learning (34-65). Dublin: Authentik in association with CILT.

Rivers, W. P. (2001). Autonomy at all costs: An ethnography of metacognitive self-assessment and self-management among experienced language learners. The Modern Language Journal, 85(2), 279-290.

Rixon, S. (2000). Authenticity. In M. Byram (Ed.), Routledge encyclopedia of language teaching and learning (68-69). London: Routledge.

Robb, T. (2006). Fostering teacher autonomy in CALL. In P. Hubbard & M. Levy (Eds.), Teacher Education in CALL. Amsterdam: John Benjamins.

Robbins, J. (1997). Language learning strategies instruction in Asia: Cooperative autonomy. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Robinson, P. (1995). Attention, memory, and the “noticing” hypothesis. Language Learning, 45, 283-331.

Robinson, P. (2001). Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition. Second Language Research, 17(4), 368-392.

Roby, W. B. (2006). The internet, autonomy, and lexicography : a convergence ? Mélanges CRAPEL, 28, 47-66.
http://revues.univ-nancy2.fr/melangesCrapel/IMG/pdf/3_ROBY.pdf

Rodgers, T. S. (1979). Toward a model of learner variation in autonomous foreign language learning. Papers in Second Language Acquisition, 2, 73-97.

Rogers, C. R. (1961). On becoming a person. Boston, Mass: Houghton-Mifflin.

Rogers, C. R. (1969). Freedom to learn. Columbus, Ohio: Charles E. Merrill.

Rogers, C. R. (1983). Freedom to learn in the 80s. Columbus, Ohio: Charles E. Merrill.

Rohrbach, R. & Winiger, E. (2001). Tandem statt Unterricht. Babylonia, 3, 64-68.

Rohrkemper, M. M. (1989). Self-regulated learning and academic achievement: A Vygotskian view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research and practice (143-167). New York: Springer-Verlag.

Rolfe, T. (1990). Self- and peer-assessment in the ESL curriculum. In G. Brindley (Ed.), The second language curriculum in action. Sydney: National Centre for English Language Teaching and Research.

Rome, S., Schmida, M. (2009). Non-formal education: a major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257-273.

Rong Liu (2007). Students' Perspective on Foreign Language Self-access Centers in China: A Case Study. Asian Journal of English Language Teaching, 17, 87-110.

Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: throwing language learning strategies out with the bathwater. Applied Linguistics, 33(1), 92-98.

Rosewell, L. V. & Libben, G. (1994). The sound of one-hand clapping: How to succeed in independent language learning. Canadian Modern Language Review, 50(4), 668-688.

Ross, S. (1998). Self-assessment in second language testing: a meta-analysis and analysis of experiential factors. Language Testing, 15(1), 1-20.

Rowntree, D. (1994). Preparing materials for open, distance and flexible learning. An action guide for teachers and trainers.

Rowntree, D. (1990). Teaching through self-instruction: How to develop open learning materials. London: Kogan Page.

Rowntree, D. (1997). Making materials-based learning work. Principles. politics and practicalities. London: Kogan Page.

Ruan, Z. (2006). Learner beliefs about self-regulation: addressing autonomy in the Chinese ELT context. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning (61-83). Dublin: Authentik.

Rubin, J. (1999). The teaching of learning strategies. In S. Miyazaki & J. V. Neustupny (Eds.), Nihongo kyoiku to gakushu sutorateji (Teaching of Japanese as a Foreign Language and Learner Strategies), Tokyo: Juroshio Shuppan.

Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51.

Rubin, J. (1981). Study of cognitive processes in second language learning. Applied Linguistics, 11, 117-131.

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (15-30). London: Prentice Hall.

Rubin, J. (1989). How learner strategies can inform language teaching. In V. Bickley (Ed.), Proceedings of LULTAC. Hong Kong: Institute of Language in Education.

Rubin, J. (1990). How Learner Strategies Can Inform Language Teaching. In Bickley, V. (Ed.), Language Use, Language Teaching and Curriculum. Hong Kong: Institute of Language in Education, Education Department.

Rubin, J. (1995). Learning Processes and Learning Strategies. In V. Galloway and Herron, C (Ed.), Research Within Reach II. Valdosta, Georgia: SCOLT.

Rubin, J. (1996). Using Multi-Media for Learner Strategy Instruction. In Oxford, R. (Ed.), Learning Strategies Around the World: Crosscultural Perspectives. Honolulu, HI: University of Hawaii Press.

Rubin, J. (2001). Language learner self-management. Journal of Asia Pacific Communication, 11(1), 25-37.

Rubin, J. (2003). Diary Writing as a Process: Simple, Useful, Powerful. Guidelines, 25(2), 10-14.
Posted June 2008 on e-journal RVTU ELT Express (http://www1.openedu.com.cn/elt/)

Rubin, J. (2008). Reflections on the Good Language Learner. In Griffiths, C. (Ed.), Lessons on the Good Language Learner (10-18). Cambridge: Cambridge University Press.
ISBN 978-0-521-71814-1

Rubin, J. (2010). Language Teacher Education: Challenges in Promoting a Learner-centered Perspective. Revista Canaria de Estudios Ingleses, 0.

Rubin, J. & Thompson, I. (1982). How to be a more successful language learner. Boston: Heinle & Heinle. (2nd edition, 1994).

Rubin, J. and McCoy, P. (2008). Reflections on the Good Language Learner. In Griffiths, C. (Ed.), Tasks and Good Language Learners (294-305). Cambridge: Cambridge University Press.
ISBN 978-0-521-71814-1

Rubin, J. ed. (2007). Language Counseling. Vol 35, no. 1. System.

Rubin, J., Chamot, A., Anderson, N. and Harris, V (2007). Intervening in the Use of Strategies. In Cohen, A. and Macaro, E. (Eds.), Language Learner Strategies (141-160). Oxford: Oxford University Press.
ISBN 978-019442254 3

Ruechakul, P. (1997). Moving towards independent learning at secondary school by establishing a self-access centre. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Ryan, R. R. (1991). The nature of the self in autonomy and relatedness. In J. Strauss & G. R. Goethals (Eds.), The Self: Interdisciplinary approaches (208-238). New York: Springer-Verlag.

Ryan, S. (1997). Preparing learners for independence: Resources beyond the classroom. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (215-224). London: Longman.

Ryan, S. & Mercer, S. (2011). Natural talent, natural acquisition and abroad: Learner attributions of agency in language learning. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (160-176). Great Britain: Multilingual Matters.

Räsänen, A. & Randell, E. (1999). Towards learner and teacher autonomy: Self-directed learning as a Departmental Policy of Quality Development in Language Centre Instruction. Action Research Report 3. Language Centre, Jyväskylä University.

Régent, O. (1989). Apprendre à apprendre en grand groupe. Mélanges Pédagogiques. Université de Nancy 2: CRAPEL.

Régent, O. (1993). Communication, strategy and language learning. Primeras Jornadas sobre autoaprenentatge de llengües, Castello de la Plana, 3-5 mars, Universitat Jaume 1, Castellon.

Régent, O. (1986/87). L’apprentissage auto-dirigé dans les grands groupes: Quelques expériences. Mélanges Pédagogiques, 17.

S

Sade, L. A. (2011). Emerging selves, language learning and motivation through the lens of chaos. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (42-56). Great Britain: Multilingual Matters.

Sakui, K. (2002). Motivation and autonomy: Japanese teachers’ perspectives. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (73-78). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Sakui, K. (2002). Swiss cheese syndrome: Knowing myself as a learner and teacher. Hong Kong Journal of Applied Linguistics, 7(2), 136-151.

Sakui, K. & Gaies, S. (1999). Investigating Japanese learners’ beliefs about language learning. System, 27

Sakui, K. & Gaies, S. (2003). A case study: Beliefs and metaphors of a Japanese teacher of English. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (153-170). Dordrecht: Kluwer.

Salaberri, M. S. & Appel, G. (2003). Assessment and diversity: Development of personal identities through portfolios. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Santoro, E. (2003). Autonomy, freedom and rights: A critique of liberal subjectivity. Dordrecht: Kluwer.

Sataporn, S. & Lamb, M. (2005). Accommodation Zone: Two learners’ struggles to cope with a distance learning English course. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (119-133). Cambridge: Cambridge University Press.

Savage, W. & Storer, G. (1992). An emergent language program framework: Actively involving learners in needs analysis, System, 20, 187-199.

Savignon, S. J. (2005). Communicative language teaching: Strategies and goals. In E. Hinkel (Ed.), Handbook of Research in Second Language Learning (635-61). Mahwah, NJ: Lawrence Erlbaum.

Schalkwijk, E., van Esch, K., Elsen, A. & Setz, W. (2002). Learner autonomy and the education of language teachers: how to practice what is preached and preach what is practiced. In S. J. Savignon (Eds.), Interpreting communicative language teaching: Contexts and concerns in teacher education (165-190). New Haven: Yale University Press.

Scharle, Á. & Szabó, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.

Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 11-26.

Schmidt, R. W. & Frota, S. N. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition (pp.237-326). Rowley, MA: Newbury House.

Schmidt-Rinehart, B. C. & Knight, S. M. (2004). The homestay component of study abroad: Three perspectives. Foreign Language Annals, 37(2), 254-262.

http://www.ecml.at/documents/relresearch/projectseminarDN.pdf
Schuchlenz, C. (2003). Learner autonomy. In M. Hanak-Hammerl & D. Newby (Eds.), Second language acquisition: The interface between theory and practice (pp.24-31). University of Graz. Retrieved April 2006, from

Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. WALL Working Paper No.19.

Schumann, F. E. (1980). Diary of a language learner: A further analysis. In R. Scarcella & S. Krashen (Eds.), Research in second language acquisition: Selected papers of the Los Angeles second language research forum. Rowley MA: Newbury House.

Schumann, F. E. & Schumann, J. H. (1977). Diary of a language learner: An introspective study of second language learning. In H. D. Brown, R. H. Crymes & C. A. Yorio (Eds.), On TESOL ’77: Teaching and learning English as a second language: Trends in research and practice. Washington DC: TESOL.

Schunk, D. H. & Zimmerman, B. J. (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum.

Schunk, D. H. & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-regulated practice. New York: Guildford Press.

http://www.tcd.ie/CLCS/assistants/kschwien/Publications/CALLMOOtalk.htm
Schwienhorst, K. (1997). Talking on the MOO: Learner autonomy and language learning in tandem. Paper presented at the CALLMOO: Enhancing Language Learning Through Internet Technologies, Bergen, Norway.

Schwienhorst, K. (2000). Virtual reality and learner autonomy in second language acquisition. Doctoral dissertation, Trinity College Dublin (University of Dublin).

Schwienhorst, K. (1998). Matching pedagogy and technology - Tandem learning and learner autonomy in online virtual language environments. In R. Soetaert, E. D. Man & G. van Belle (Eds.), Language teaching on-Line (115-127). Ghent: University of Ghent.

Schwienhorst, K. (1999). Teacher autonomy in MOOs - Supporting language teaching in collaborative virtual environments. Journal of Information Technology for Teacher Education, 8(2), 199-214.
http://www.tcd.ie/CLCS/assistants/kschwien/Publications/JITTE.htm

Schwienhorst, K. (2003). Neither here nor there? Learner autonomy and intercultural factors in CALL environments. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (164-179). Basingstoke: Palgrave Macmillan.

Schwienhorst, K. (2006). Learner autonomy and virtual environments in CALL. London: Routledge.

Scott, K. W. (2006). Self-directed learners’ concept of self as learner: congruous autonomy. International Journal of Self-Directed Learning, 3(2), 1-13.

Seeman, T. & Tavares, C. (2000). Involving learners in their own learning – How to get started. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (59-71). Dublin: Trinity College, Centre for Language and Communication Studies.

Self-access: Autonomia e tecnologie nello studio dell'inglese come lingua straniera. Napoli (Italy), Edizioni Scientifiche Italiane.

Sercu, L. (2002). Autonomous learning and the acquisition of intercultural communicative competence: Some implications for course development. Language, culture and curriculum, 15(1), 61-74.

Serra, O. (2000). Integrating a self-access system in a language learning institution: A model for implementation. Links & Letters 7 (Universitat Autónoma de Barcelona).

Serrano-Sampedro, I. (1997). An experience in helping teachers develop self-directed learning in the classroom. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (pp.207-223), Strasbourg: Council of Europe.

Serrano-Sampedro, I. (1997). An experience in helping teachers develop self-directed learning in the classroom. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (207-223). Strasburg: Editions du Conseil de l’Europe.

Serrano-Sampedro, I. (2000). Refining negotiated classroom work in a Spanish secondary school. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (108-132). Cambridge: Cambridge University Press.

Shaffer, A. (1999). Linking self-access listening materials to the classroom. Visio, 26, 101-104.

Shaw, J. (2007). Team-teaching as negotiating autonomy and shared understandings of what we are doing. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Sheerin, S. (1989). Self-access. Oxford University Press.

Sheerin, S. (1993). Now hear this! Independence, April 1993. Independence 12. Reprinted in A. C. McClean (Ed.), SIG selections 1997: Special interests in ELT ().

Sheerin, S. (1990). Whose responsibility is learning? A workshop. In V. Bickley (Ed.), Language use, language teaching and the curriculum (468-473). Hong Kong: Institute of Language in Education.

Sheerin, S. (1991). State of the art: Self-access. Language Teaching, 24(3), 153-157.

Sheerin, S. (1997). An exploration of the relationship between self-access and independent learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (54-65). London: Longman.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=416
Shield, L. (2002). Technology-mediated learning. In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

http://halley.yadata.com.br/schMOOze/Publications/WCALL/VirtualWorld.htm
Shield, L. & Weininger, M. J. (1999). Collaboration in a virtual world – Groupwork and the distance language learner. In R. Debski & M. Levy (Eds.), WorldCALL: Global perspectives on computer assisted language learning (pp.99-116). Amsterdam, Swets & Zeitlinger.

http://www.jaltcall.org/cjo/10_99/
Shield, L., Weininger, M. J. & Davies, L. B. (1999). MOOing in L2: Constructivism and developing learner autonomy for technology-enhanced language learning. C@lling Japan (Newsletter of the JALT CALL special interest group) 8(3).

Shimo, E. (2003). Learners’ perceptions of portfolio assessment and autonomous learning. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Shoaib, A. & Dörnyei, Z. (2005). Affect in lifelong learning: Exploring L2 motivation as a dynamic process. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (22-41). Cambridge: Cambridge University Press.

Sierra, A. M. & Frodden, C. (2003). Promoting student autonomy through self-assessment and learning strategies. HOW: A Colombian Journal for English Teachers, 10.

Simmons, D. (1996). A study of strategy use in independent learners. In R. Pemberton, et al. (Eds.), Taking control: Autonomy in language learning (pp. 61- 75). Hong Kong: Hong Kong University Press.

Simmons, D. & Wheeler, S. (1995). The process syllabus in action. Sydney: National Centre for English Language Teaching and Research.

Simon, R. (1987). Empowerment as a pedagogy of possibility. Language Arts, 64(4), 370-382.

Simon, R. (1992). Teaching against the grain: Texts for a pedagogy of possibility. Toronto: OISE Press/Bergin & Garvey.

Simonian, J. & Robertson, M. (2002). Learner empowerment through self-evaluation. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (pp.199-206). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Simons, P. R. J. & Zuylen, J. G. G. (1994). Actief en Zelbstandig Leren in de Tweede Fase. Tilburg: Mesoconsult.

Simpson, B. L. (2003). Second language learning: Providing for immigrant learners. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (198-210). Dublin: Authentik.

Sinclair, B. (1999). Wrestling with a jelly: The evaluation of learner autonomy. In B. Morrison (Ed.), Experiments and evaluation in self-Access language learning (pp.95-109). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Sinclair, B. (2000). Learner autonomy and its development in the Teaching of English to Speakers of Other Languages (TESOL). Doctoral dissertation, University of Nottingham.

Sinclair, B. (1996). Materials design for the promotion of learner autonomy: How explicit is ‘explicit’? In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (149-165). Hong Kong: Hong Kong University Press.

Sinclair, B. (1996). Activate your English: Pre-intermediate. Coursebook, Teacher's Book, Self-study Workbook, Class Cassette, Self-Study Cassette, Self-Study CD. UK: Cambridge University Press and Germany: Klett Verlag.

Sinclair, B. (1999). More than an act of faith? Evaluating learner autonomy. In C. Kennedy (Ed.), Innovation and best practice in British ELT. London: Longman (in association with the British Council).

Sinclair, B. (2000). Learner autonomy: The next phase. In B. Sinclair, et al (Ed.), Learner autonomy, teacher autonomy: Future directions (15-23). London: Longman.

Sinclair, B. (2006). Multiple voices: Negotiating pathways towards teacher and learner autonomy. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Sinclair, B., McGrath, I. & Lamb, T. (2000). Learner autonomy. teacher autonomy: Future directions. London: Longman.

Singleton, D. & Little, D. (1989). Setting the context: Language learning, self-instruction and autonomy. In D. Little (Ed.), Self-access systems for language learning (1-32). Dublin: Authentik.

Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.

Skehan, P. (1991). Individual differences in second-language learning. Studies in Second Language Acquisition, 13, 275-298.

Skier, E. M. & Kohyama M. (Eds.) (2006). Learner and teacher autonomy in Japan 2: More autonomy you ask!. Tokyo: JALT.

Skier, E. M. & Vye, S. (2003). One reality of autonomous language learning in Japan: Time, shame, and maturity. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Slaouti, D. (1997). Designing a technology-based learning/resource centre: Some thoughts and implications. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications, INSA (National Institute of Applied Sciences) Lyon, France.

Slembrouck, S. (2000). Negotiation in tertiary education clashes with the dominant educational culture. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (138-149). Cambridge: Cambridge University Press.

Smethen, L. (2003). Listening. In M. Jiménez Raya & T. Lamb (Eds.), Differentiation in the modern languages classroom. Frankfurt am Main: Peter Lang.

Smith, K. (2000). Negotiating assessment with secondary-school pupils. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (55-62). Cambridge: Cambridge University Press.

Smith, R. (1997). The education of autonomous citizens. In D. Bridges, Education, autonomy and democracy citizenship (pp. 127-137). London: Routledge.

http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/Richard11E.html
Smith, R. C. (1994). Some thoughts on the formation of the JALT learner development N-SIG. Learning Learning (JALT Learner Development N-SIG Forum) 1(1), 2-4.

http://lc.ust.hk/%7Eailasc/news1997.html#asia
Smith, R. C. (1997). From Asian views of autonomy to revised views of Asia: Beyond Autonomy 2000. Learner autonomy in language learning (Newsletter of the AILA Scientific Commission on Learner Autonomy in Language Learning) 3, 6-9.

Smith, R. C. (2000). Starting with ourselves: Teacher-learner autonomy in language learning. In B. Sinclair, et al. (Eds.), Learner autonomy, teacher autonomy: Future directions (pp.89-99). London: Longman.

http://www.warwick.ac.uk/%7Eelsdr/Teacher_autonomy.pdf
Smith, R. (2003). Teacher education for teacher-learner autonomy. In J. Gollin, et al. (Eds.), Symposium for language teacher educators: Papers from Three IALS Symposia (CD-ROM). Edinburgh: IALS, University of Edinburgh.

Smith, R. (1996). Learning Japanese, from learners’ points of view: Affective and social factors in independent learning. In O. Kamata & H. Yamauchi (Eds.), Nihongo Kyoiku, Ibunkakan Komyunikeshon (Japanese Language Education and Intercultural Communication) (105-125). Tokyo: Bonjinsha.
http://www.warwick.ac.uk/%7Eelsdr/Independent_learning.pdf

Smith, R. (2001). Group work for autonomy in Asia. Insights from teacher research. The AILA Review, 15, 70-81.

Smith, R. (2001). Learner and teacher development: connections and constraints. The Language Teacher, 25(6), 43-44.

Smith, R. (2002). Autonomy, context and appropriate methodology. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.
http://www.warwick.ac.uk/go/richardcsmith/autonomy_context_and_appropriate_methodology.pdf

Smith, R. (2003). Pedagogy for autonomy as (becoming-) appropriate methodology. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (129-146). Basingstoke: Palgrave Macmillan.

Smith, R. (2003). Postscript: Implications for language education. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (254-60). Basingstoke: Palgrave Macmillan.

Smith, R. (2004). Learner autonomy and cross-cultural understanding.. In F. Vieira, M.A. Moreira, I. Barbosa, M. Paiva & I.S. Fernandes (Eds.) Pedagogia para a autonomia: resistir e agir estrategicamente. [Proceedings of the 2nd Conference of the Working Group-Pedagogy for Autonomy, University of Minho, May 2003, CD-ROM.] . Braga: University of Minho.
http://www.iep.uminho.pt/gt-pa/Artigos/20Richard%20Smith-235-246.pdf

Smith, R. (2005). Developing professional autonomy: An action research based MA module and its ongoing evaluation. Interactions, 9(2).
http://www2.warwick.ac.uk/services/cap/resources/pubs/interactions/archive/issue26/smith/

Smith, R. (2006). Developing teacher-learner autonomy: constraints and opportunities in pre-service training. In Bobb-Wolff, L. and Vera Batista, J.L. (eds), Proceedings of The Canarian Conference on Developing Autonomy in the FL Classroom 2003.. La Laguna, Spain: University of La Laguna.

Smith, R. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62(4), 395-397.
http://www2.warwick.ac.uk/fac/soc/al/staff/smith_r

Smith, R. (2008). A commentary on 'Teacher education for learner and teacher autonomy'.. In Jiménez Raya, M. and Lamb, T. (Eds.), Pedagogy for Autonomy in Modern Languages Education: Theory, Practice, and Teacher Education.. Dublin: Authentik.

Smith, R. (2008). the bull by its horns: Zakia Sarwar's pro-autonomy approach to large classes in Pakistan (Part I). Independence, 44, 7-13.
http://www.learnerautonomy.org/zakiapart1.pdf

Smith, R. & Barfield, A. (2000). Interconnections: Learner autonomy, teacher autonomy. Learning Learning, 7(1).
http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/7.1/smith_7.1E.html
See also: http://coyote.miyazaki-mu.ac.jp/learnerdev/LLE/8.1/smithE.html Year is: (2000, 2001)

Smith, R. & Erdoğan, S. (2007). Teacher-learner autonomy: Programme goals and student-teacher constructs. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Smolen, L., Newman, C., Wathen, T. & Lee, D. (1995). Developing student self-assessment strategies. TESOL Journal, 5(3), 22-27.

Smyth, E. (1978). Individualisation in language learning. ELT Documents 103. London: The British Council.

Smyth, J. (1991). Teachers as collaborative learners. Milton Keynes: Open University Press.

Snyder, S. (2002). An ethical imperative for learner choice. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (55-64). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

So, S. & Domínguez, R. (2005). Emotion processes in second language acquisition. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (42-55). Cambridge: Cambridge University Press.

Soares, C. & S. Pereira. (2002). Evaluation in the EFL clasroom: What teachers say. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Sockett, G, Toffoli, D. (2012). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. Social and Behavioral Sciences, 34, 212-215.

Sokolik, M. (2000). Negotiation of outcome: Evaluation and revision decisions in the writing curriculum. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (185-194). Cambridge: Cambridge University Press.

Solheim, J. (2007). The Impositions of Autonomy: An Overview of Independent Language Learning Skills Provision, 2004–2007. Methodologies innovantes et alternatives en didactique des langues, 40e Rencontre ASDIFLE. Nancy: CRAPEL.
http://www.atilf.fr/atilf/evenement/JourneeEtude/Rencontres-asdifle2007/JE2007_MIADL_Solheim.pdf
http://www.atilf.fr/atilf/evenement/JourneeEtude/Rencontres-asdifle2007/JE2007_MIADL_Solheim_appendice.pdf

Sonaiya, R. (2002). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, culture and curriculum, 15(2), 106-116.

Song, L. & Hill, J. (2007). A Conceptual Model for Understanding Self-Directed Learning in Online Environments. Journal of Interactive Online Learning, 6(1).

Spear, G. E. & Mocker, D. W. (1984). The organizing circumstance: Environmental determinants in self-directed learning. Adult Education Quarterly, 35, 1-10.

Spratt, M., Humphreys, G. & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6(3), 245-256.

Sprenger, T.M. (2004). Conscientização e autonomia em formação on-line de professores. Tese de Doutorado. São Paulo: PUC-SP.
http://www.pucsp.br/pos/lael/lael-inf/def_teses.html

Srimavin, W. & Darasawang, P. (2004). Developing self-assessment through journal writing. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003, (p. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

St. John, E. (2001). A case for using a parallel corpus and concordancer for beginners of a foreign language. Language Learning and Technology, 5(3), 185-203.
http://llt.msu.edu/vol5num3/stjohn/default.html

St. John, M. J. (1988). Attitudinal changes to self-access in EAP. In A. Brookes & P. Grundy (Eds.), Individualization and autonomy in language learning (pp. 126-135). ELT Documents 131. Modern English Publications/British Council.

Stanchina, C. (1975). The logic of autonomy as a strategy for adult learners. University of Nancy, CRAPEL. Mimeo.

Stanchina, C. (1977). Autonomy at work with adults. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 35-66). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Stanton, H. (1988). Independent study: A matter of confidence?. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 119-131). London: Kogan Page.

Star, M. (1994). Learning to improve: Evaluating self-access centres. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 157-166). Hong Kong University Press.

Stephenson, J. (1988). The experience of independent study at North East London Polytechnic. In D. Boud (Ed.), Developing student autonomy in learning (2nd ed.) (pp. 211-226). London: Kogan Page.

Stephenson, J. & Kohyama, M. (2003). Tuning freshmen into autonomy through student-directed language learning projects. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Stern, H. H. (1980). Language learning on the spot. Canadian Modern Language Review, 4, 659-669.

Stevens, V. (1996). Use and abuse of autonomy in computer-assisted language- learning: Some evidence from student interaction with Supercloze. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (281-302). Hong Kong: Hong Kong University Press.

Stevick, E. (1989). Success with foreign languages : Seven who achieved it and what worked for them. New York: Prentice Hall.

Stewart, T. (2003). Insights into the interplay of learner autonomy and teacher development. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Stickler, U. (2001). Using counselling skills for advising. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (53-65). London: Centre for Information on Language Teaching and Research.

Stracke, E. (2006). Conflicting voices: Blended learning in a German university foreign language classroom. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (85-102). Dublin: Authentik.

Strage, A. (1998). Family context variables and the development of self-Regulation in college students. Adolescence, 55, 17-31.

Straub, J., Zielke, B. & Werbik, H. (2005). Autonomy, narrative identity, and their critics. In W. Greve, K. Rothermund & D. Wentura (Eds.), The adaptive self: Personal continuity and intentional self-development (pp.323-350). Cambridge, Mass: Hogrefer and Huber.

Streberová, T. (1997). Learning by doing: Producing a course book. In H. Holec & I. Huttunen (Eds.), Learner autonomy in modern languages: Research and development (179-190). Strasburg: Editions du Conseil de l’Europe.

Strong-Krause, D. (2000). Exploring the effectiveness of self-assessment strategies in ESL placement. In G. Ekbatani & H. Pierson (Eds.), Learner-directed assessment in ESL (49-74). Mahwah, NJ: Lawrence Erlbaum.

Sturtridge, G. (1982). Individualised learning: What are the options for the classroom teacher? In M. Geddes & G. Sturtridge (Eds.), Individualisation (pp. 8-14). Modern English Publications.

Sturtridge, G. (1992). Self-access: Preparation and training. Manchester: British Council.

Sturtridge, G. (1997). New roles for learners: Developing learners as “learner-teachers”. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Sturtridge, G. (1997). Teaching and language learning in self-access centres: changing roles? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (66-78). London: Longman.

Stuurgroep Tweede Fase. (1994). Tweede Fase. Scharnier tussen basisvorming en hoger onderwijs. The Hague: Stuurgroep Tweede Fase.

Stuurgroep Tweede Fase. (1996). Organisatie in het Studiehuis. The Hague: Stuurgroep Tweede Fase.

Sud, P. (2010). Can non-formal education keep working children in school? A case study from Punjab, India. Journal of Education and Work, 23(1), 1-26.

Sud, P. (2010). Can non‐formal education keep working children in school? A case study from Punjab, India. Journal of Education and Work, 23(1), 1-26.

Sullivan, T., Freishtat, R. (2013). Extending Learning Beyond the Classroom: Graduate Student Experiences of Online Discussions in a Hybrid Course. The Journal of Continuing Higher Education, 61, 12-22.

Svensson, M. (1997). L’adaptation des outils multimédia dans un contexte d’auto-apprentissage. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications, INSA (National Institute of Applied Sciences) Lyon, France.

Swarbrick, A. (1990). Developing reading at bushfield school. In I. Gathercole (Ed.), Autonomy in language learning (89-92). London: CILT.

http://www.lang.ltsn.ac.uk/resources/goodpractice.aspx?resourceid=1434
Söntgens, K. (2002). Portfolio of independent learning at the University of Central England (UCE). In The guide to good practice for learning and teaching in languages, linguistics and area studies. LTSN Subject Centre for Languages, Linguistics and Area Studies, University of Southampton.

Söntgens, K. (2001). Circling the globe: Fostering experiential language learning. ReCALL Journal, 13(1), 59-66.

T

Takagi, A. (2003). Learner autonomy and motivation in a cooperative learning class. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.

Talburt, S. & Steward, M. A. (1999). What is the subject of study abroad? Race, gender, and ‘living culture’. The Modern Language Journal, 83(2), 163-175.

Tang, G. (1999). Development of learner autonomy by New Arrival Children. In V. Crew, V. Berry & J. Hung (Eds.), Exploring diversity in the language curriculum (pp.247-270). Hong Kong: Hong Kong Institute of Education.

Tarone, E. & Yule, G. (1989). Focus on the language learner. Oxford University Press.

Tassinari Maria Giovanna (2008). Wie schätze ich mich als autonomer Lerner ein? Französisch heute, 0, 249-266.

Tassinari Maria Giovanna (2008). Checklisten für Lernerautonomie: auf dem Weg zur Selbsteinschätzung. In A. Burwitz-Melzer, Eva, B. Hallet, Wolfgang C. Legutke, Michael, K., D. Meißner, Franz-Joseph, E.Mukherjee, Joybrato (Eds.), Sprachen lernen – Menschen bilden. Dokumentation zum 22. Kongress der Deutschen Gesellschaft für Fremdsprachenforschung (DGFF) Gießen, Oktober 2007 (141-150). Baltmannsweiler: Schneider Verlag Hohengehren.

Tassinari Maria Giovanna (2010). Autonomes Fremdprachenlernen: Komponenten, Kompetenzen, Strategien. Frankfurt am Main: Peter Lang.
A dynamic model for learner autonomy with descriptors. For language teachers and language learners.

Tassinari, M. (2012). Evaluating Learner Autonomy: A dynamic Model with Descriptors. SiSAL Journal, 3(1), 24-40.

Tassinari, Maria Giovanna (2007). Autonomes Fremdsprachenlernen im Hoschulbereich: Komponenten, Kompetenzen, Strategien. In A, Doff, Sabine, B Schmidt, Torben (Ed.), Fremdsprachenforschung heute. Interdisziplinäre Impulse, Methoden und Perspektiven (29-42). Frankfurt am Main: Peter Lang.

Tassinari, Maria Giovanna (2010). Checklisten zu Lernerautonomie: Erfahrungen mit der Selbsteinschaetzung.. Profil, 2, 119-142.
http://opus.bibliothek.uni-wuerzburg.de/volltexte/2010/4992/pdf/Profil02_2010_Lernerautonomie.pdf

Tassinari, Maria Giovanna (2010). Autonomia d’apprendimento: esperienze d’autovalutazione. In A.Doyé, Peter, B. Meissner, Franz-Joseph (Eds.), Lernerautonomie durch Interkomprehension: Projekte und Perspektiven / L’autonomisation de l’apprenant par l’intercompréhension: projets et perspectives / Promoting Learner Autonomy through intercomprehension: projects and perspectives (162-173). Tuebingen: Narr.

Tassinari, Maria Giovanna (2012). Evaluating Learner Autonomy: A Dynamic Model with Descriptors. SISAL Journal, Studies in Self-Access Learning, 3(1), 24-40.
http://sisaljournal.org/archives/march12/

Tassinari, Maria Giovanna (2012). Autoévaluer l’autonomie d’apprentissage: un modèle dynamique. Les Langues Modernes, 0(3), 28-38.

Tassinari, Maria Giovanna (2012). Kompetenzen für Lernerautonomie einschaetzen, foerdern und evaluieren. Fremdsprachen Lehren und Lernen, 41, 10-24.

Tassinari, Maria Giovanna (2012). A dynamic model for learner autonomy: raising awareness through self-assessment. In A. Heim, Katja, B. Rueschoff, Bernd (Eds.), Involving Language Learners: Success Stories and Constraints (63-76). Duisdburg: Univ.-Verl. Rhein-Ruhr.

Tauroza, S. & Miller, L. (1993). In-company language trainers, tertiary level ESP teachers &self-access language learning: the case for collaboration. In T. Boswood, R. Hoffman & P. Tung (Eds.), Perspectives on English for professional communication (305-313). Hong Kong: Department of English, City University of Hong Kong.

Tayler, M. (1990). Development and change effected through an in-service training course. M.A. Dissertation. Lancaster University: Department of Linguistics and Modern English Language.

test2 (2000). author. author, 1(1), 1-2.
url
add

testhayo (2000). title. journal, 1(1), 1-1.
url
addddd

Thavenius, C. (1990). Learner autonomy and foreign language learning. Lunds Universitet (PU-/Reproduktion, ISSN 0349/5728).

Thavenius, C. (1999). Teacher autonomy for learner autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (163-166). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Tholin, J. (1992). Att läre sig engelska. Almquist & Wiksell.

Thomas, J. W. (1993). Promoting independent learning in the middle grades: Tthe role of instructional support practices. Elementary School Journal, 93(5), 575-591.

Thomas, L. F. & Harri-Augstein, E. S. (1985). Self-organised learning: Foundations of a conversational science for psychology. London: Routledge & Kegan Paul.

Thompson, T., & Wulff, S. (2004). Implementing guided Self-Directed Learning Strategies (GSDL) in intermediate and advanced Chemistry courses. International Journal of Self-Directed Learning, 1(2), 38-52.

Thomsen, H. (2000). Learners’ favoured activities in the autonomous classroom. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (71-86). Dublin: Trinity College, Centre for Language and Communication Studies.

Thomsen, H. (2003). Scaffolding target language use. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (29-48). Dublin: Authentik.

Thomson, C. K. (1998). Junior teaching internship: Promoting cooperative interaction and learner autonomy in foreign language classrooms. Foreign Language Annals, 31(4), 569-583.

Thomson, C. K. (1996). Self-assessment in self-directed learning: Issues of learner diversity. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language learning (77-91). Hong Kong: Hong Kong University Press.

Thornbury, S. (2005). How to teach speaking. London: Longman. [includes chapter on autonomy].

Tibbets, D. (1997). Word processing and the writing process: Links in autonomy and motivation. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Tibbets, J. (1994). Materials production for self-access for secondary schools. In D. Gardner & L. Miller (Eds.), Directions in self-access language learning (pp. 115-126), Hong Kong University Press.

Tilfarlioglu, F., Ciftci, F. (2011). Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study). Theory and Practice in Language Studies, 1(10), 1284-1294.

Todd, R. W. (1997). Investigating autonomy in the classroom and in self-access learning. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Tomei, J. (2002). Best of both worlds: Aautonomy as an amalgam. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (49-54). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Tomlin, R. S. & Villa, V. (1994). Attention in cognitive science and second language acquisition. Studies in second language acquisition, 16, 183-203.

Tomlinson, B. (1994). Access-self materials. Folio, 1(1).

Tompkins, C. & McGraw, M. J. (1988). The negotiated learning contract. In D. Boud (Ed.), Developing student autonomy in learning (172-191). Second Edition. London: Kogan Page.

Tong, D. M. (1994). Training learners for independence. In D. Gardner & L. Miller (eds.), Directions in self-access language learning (pp. 79-88), Hong Kong University Press.

Toogood, S. (2006). VELA (Virtual English Language Adviser). Independence, (Newsletter of the IATEFL Learner Autonomy Special Interest Group), 0(38), 14-15.

Toogood, S. & Pemberton R (2007). Support structures for self-access learning.'. In A. Barfield & S. Brown (Eds.), Reconstructing Autonomy in Language Education: Inquiry and Innovation (180-195). Palgrave: Macmillan.

Toogood, S. & Pemberton, R. (2006). Scaffolding for Self-Access Language Learning and the FTG Model. In T. Lamb & H. Reinders (Eds.), SupportingIindependent learning: Issues and interventions (169-199). Frankfurt: Peter Lang.

Toogood, S. & Pemberton, R. (2002). Integrating self-access language learning into the curriculum: A case study. In P. Benson & S. Toogood (Eds.), Learner autonomy 7: challenges to research and practice (85-109). Dublin: Authentik.

Toohey, K. & Norton, B. (2003). Learner autonomy as agency in sociocultural settings. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (58-72). Basingstoke: Palgrave Macmillan.

Torbert, W. (1978). Educating toward shared purpose, self-direction and quality work: The theory and practice of liberating structure. Journal of Higher Education, 49(2), 109-35.

Tough, A. (1971). The adults’ learning projects. Toronto: Ontario Institute for Studies in Education.

Trebbi, T. (1995). Apprentissage auto-dirigé et enseignement secondaire: un centre de ressources au collège. Mélanges Pédagogiques, 22.

Trebbi, T. (2003). Curriculum development and learner autonomy in the foreign language classroom: Constraints and possibilities. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (166-184). Dublin: Authentik.

Trebbi, T. (2006). Is freedom a prerequisite for autonomy? Classroom innovation and language teacher education. In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts. realities and responses. Amsterdam: John Benjamins.

Trim, J. L. M. (1977). Some possibilities and limitations of learner autonomy. In E. M. Harding-Esch (Ed.), Self-directed learning and autonomy (pp. 1-11). Report of a Seminar held at Cambridge, 13-15 December 1976. University of Cambridge, Department of Linguistics and CRAPEL. (Mimeo).

Trompette, C. (1985). Quand les apprenants seront au centre. .. Mélanges Pédagogiques, 16.

Tsang, E. (1999). Resistance to self-access learning. In B. Morrison (Ed.), Experiments and evaluation in self-access language learning (25-42). Hong Kong: Hong Kong Association for Self-Access Learning and Development.

Tseng, W. T., Dörnyei, Z. & Schmitt, N. (2006). A new approach to assessing strategic learning: the case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102.

Tsuda, A., & Nakata, Y. (2012). Exploring self-regulation in language learning: A study of Japanese high school EFL students.. Innovation in Language Learning and Teaching, 7(1), 72-88.

Tudor, I. (1993). Teacher roles in the learner-centred classroom. ELT Journal, 47(1), 22-31.

Tuksinvarajarn, J. (2002). Self-directedness, self-efficacy, intrinsic value, test anxiety and success in English for academic purposes. Ph.D Thesis. University of Mississippi.

Tumber, M. (1991). Developing pupil autonomy. Language Learning Journal, 4, 24-26.

Tumposky, N. (1982). The learner on his own. In M. Geddes & G. Sturtridge (Eds.), Individualisation (4-7). London: Modern English Publications.

Tynjälä, P. (1999). Towards experts knowledge? A comparison between a constructivist and a traditional learning environment in the university. International Journal of Educational Research, 31, 357-442.

U

Ueki, M. & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 self: the L2 Motivational Self System and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238-252.

Ulitsky, H. (2000). Language learner strategies with technology. Journal of Educational Computing Research, 22(3), 285-322.

Um, K. U., Corter, J., & Tatsuoka, K. (2005). Motivation autonomy support, and mathematics performance: a structural equation analysis. unpublished manuscript. Department of Human Development Teachers College Columbia University: Columbia University.

Umino, T. (2002). Foreign language learning with self-instructional television materials: An exploratory study. Ph.D. Dissertation, Institute of Education, University of London.

Umino, T. (1999). The use of self-instructional broadcast materials for L2 learning : An investigation in the Japanese context. System, 27(3), 309-327.

Umino, T. (2005). Learning a second language with broadcast materials at home: Japanese students’ long-term experiences. In P. Benson & D. Nunan (Eds.), Learners’ stories: Difference and diversity in language learning (134-149). Cambridge: Cambridge University Press.

Ushioda, E. (1996). Language learners’ motivational thinking: A qualitative study. Doctoral dissertation, Trinity College Dublin (University of Dublin).

Ushioda, E. (1998). Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation. In E. A. Soler & V. C. Espurz (Eds.), Current issues in English language methodology (pp.77-89). Castello de al Plana, Spain: Universitat Jaume I.

Ushioda, E. (1996). Developing a dynamic model of motivation. In T. Hickey & J. Williams (Eds.), Language, education ande society in a changing world (239-245). Clevedon: Multilingual Matters.

Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.

Ushioda, E. (1997). The role of motivational thinking in autonomous language learning. In D. Little & B. Voss (Eds.), Language centres: Planning for the new millennium (39-50). Plymouth: University of Plymouth, CERCLES, Centre for Modern Languages.

Ushioda, E. (2003). Motivation as a socially mediated process. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (90-102). Dublin: Authentik.

Ushioda, E. (2006). Motivation, autonomy and sociocultural theory. In P. Benson (Ed.), Learner autonomy 8: Insider perspectives on autonomy in language teaching and learning (5-24). Dublin: Authentik.

Ushioda, E. (2011). Motivating learners to speak as themselves. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (11-24). Great Britain: Multilingual Matters.

Ushioda, E. & Ridley, J. (2002). Working with the European language portfolio in Irish post-primary schools: Report on an evaluation project. CLCS Occasional Paper No. 61. Dublin: Trinity College, Centre for Language and Communication Studies.

Usma, J. & Frodden, C. (2003). Promoting teacher autonomy through educational innovation. IKALA. Revista de Lenguaje y Cultura, 8(1).
http://quimbaya.udea.edu.co/%7Eikala/pdf/Ikala-Vol.8_5.pdf

Usma, Jaime (2007). Teacher autonomy: A critical review of the research and concept beyond applied linguistics. Ikala: Revista de Lenguaje y Cultura, 12(18), 245-275.
http://quimbaya.udea.edu.co/~ikala/index.php?option=com_content&task=view&id=373&Itemid=118

Usuki, M. (2002). What does learner autonomy mean? A preliminary study of the perspectives of EFL achievers. In A. S. Mackenzie & E. McCafferty (Eds.), Developing autonomy (79-82). Proceedings of the JALT CUE Conference 2001. Tokyo: The Japan Association for Language Teaching College and University Educators Special Interest Group.

Usuki, M. (2003). Learner beliefs about language learning and learner autonomy: A reconsideration. In A. Barfield & M. Nix (Eds.), Learner and teacher autonomy in Japan 1: Autonomy you ask!. Tokyo: Learner Development Special Interest Group of the Japan Association of Language Teachers.
http://www.miyazaki-mu.ac.jp/%7Ehnicoll/learnerdev/aya/AyaTOC.html

Usuki, M. (2007). Autonomy in Language Learing:Japanese Students' Exploratory Analysis. Japan: Sankeisha.
http://www.sankeisha.com
The purpose of this study is to gain a greater understanding of Japanese students' beliefs regarding foreign language learning in a particular context. This is one of three studies undertaken by utilizing multi-model investigation procedures of my Ph.D. studies. My contact information is usuki@juen.ac.jp

V

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.

van Esch, K. & Elsen, A. (2003). Monoculturalism, stereotypes and beyond. In K. van Esch & O. St. John (Eds.), A framework for freedom: Learner autonomy in foreign language teacher education (80-89). Frankfurt am Main: Peter Lang.

van Esch, K. & St. John, O. (Eds). (2003). A framework for freedom: Learner autonomy in foreign language teacher education. Frankfurt am Main: Peter Lang.

van Esch, K., Schalkwijk, E., Elsen, A. & Setz, W. (1999). Autonomous learning in foreign language teacher training. In P. Faber, W. Gewehr, M. Jimenez Rayons & A. J. Peck (Eds.), English teacher education in Europe (15-31). Frankfurt am Main: Peter Lang Verlag.

van Lier, L. (1995). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.

van Rossum, M. (2001). Integrating advising into teaching: Two case studies of learners of Dutch. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: towards language advising (222-231). London: Centre for Information on Language Teaching and Research.

Vann, R. J. & Abraham, R. G. (1990). Strategies of unsuccessful learners. TESOL Quarterly, 24(2), 177-198.

Vavoula, G. N. (2005). D4.4: A Study of Mobile Learning Practices. Internal report of MOBIlearn project..

Vera-Batista, J. L. (2000). Developing autonomy in a pre-service teacher training programme: A case study. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (202-220). Dublin: Trinity College, Centre for Language and Communication Studies.

Vermunt, J. & Verloop, N. (1999). Congruence and friction between learning and teaching. Learning and Instruction, 9, 257-280.

Victori, M. (1999). An analysis of writing knowledge in EFL composing: A case study of two effective and two ineffective writers. System, 27

Victori, M. (2000). Autonomy in second language learning. Links and Letters, 7. Universitat Autonoma de Barcelona. Servei de publicacions.

Victori, M. (1995). EFL writing knowledge and strategies: An integrative study. Doctoral dissertation. Universitat Autonoma de Barcelona. (available at Dissertation Abstracts International. UMI number: 9804043).

Victori, M. (1997). Fostering awareness of person, task and strategy knowledge in autonomous learning. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Victori, M. & Lockart, W. (1995). Enhancing metacognition in self-directed learning. System, 23(2), 223-234.

Victori, M. & Tragant, E. (2003). Learner strategies: A cross-sectional and longitudinal study of Primary and High school learners. In M. P. Garcia Mayo & M. L. García Lecumberri (Eds.), Age and the acquisition of English as a foreign language. Clevedon. Multilingual Matters.

Victori, Mia (2007). The development of learners' support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program. System, 35(1), 10-31.
Mia.victori@uab.es

Vieira, F. (1997). Pedagogy for autonomy: Exploratory answers to questions any teacher should ask. In M. Müller-Verweyen (Ed.), Standpunkte zur Sprach- und Kulturvermittlung 7. Neues Lernen, Selbstgesteuert, Autonom (pp.53-72). Goethe Institut.

Vieira, F. (1999). Grelha de análise do potencial de desenvolvimento da competência de aprendizagem em manuais escolares – um exemplo de aplicação. Cadernos 1, 20-32 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Vieira, F. (1999). Pedagogia da dependência e pedagogia para a autonomia - introdução a dois modos distintos de ensinar e aprender (uma língua) em contexto escolar, Cadernos 1, 1-4 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Vieira, F. (1999). Representações e práticas de aprendizagem - o que dizem alunos e professores? Cadernos 1, 5-19 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Vieira, F. (2001). Para a formação de professores reflexivos - um instrumento de supervisão de práticas. Cadernos 2, 102-108 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Vieira, F. (2001). Planificar e avaliar actividades centradas na competência de aprendizagem. Cadernos 2, 97-101 (Braga: Universidade do Minho, Departamento de Metodologias da Educação).

Vieira, F. (1998). Autonomia na aprendizagem da língua estrangeira - uma intervenção pedagógica em contexto escolar. Ph.D thesis. Braga: Universidade do Minho, CEEP.

Vieira, F. (1999). Pedagogy for autonomy: Teacher development and pedagogical experimentation - An in-service teacher training project. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (153-162). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Vieira, F. (1999). Teacher development: towards a pedagogy for autonomy in the foreign language classroom. In R. Ribe (Ed.), Developing learner autonomy in foreign language learning (221-236). Barcelona: Universitat de Barcelona.

Vieira, F. (2002). Learner autonomy and teacher development: A brief introduction to GT-PA as a learning community. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.
http://www.iep.uminho.pt/gtpa/Learner.pdf

Vieira, F. (2002b). Looking back and ahead: Issues and challenges. In F. Vieira, M. A. Moreira, I. Barbosa & M. Paiva (Eds.), Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.
http://www.iep.uminho.pt/gtpa/Looking.pdf

Vieira, F. (2003). Addressing constraints on autonomy in school contexts: Lessons from working with teachers. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (220-239). Basingstoke: Palgrave Macmillan.

Vieira, F. & Marques, I. (2002). Supervising reflective teacher development practices. English Language Teacher Education and Development, 6, 1-18.
http://www.cels.bham.ac.uk/ELTED/Vol6Issue1/V6Vieira.pdf

Vieira, F., Moreira, M. A., Barbosa, I. & Paiva, M. (2002). Pedagogy for autonomy and English learning: Proceedings of the 1st conference of the working group – Pedagogy for autonomy. Braga: University of Minho.

Vieira, F., Paiva, M., Marques, I. & Fernandes, I. S. (2007). Teaching education towards teacher and learner autonomy: What can be learnt from teacher development practices? In T. E. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities and responses. Amsterdam: John Benjamins.

Vinkenvleugel, I., Lotovale, S. & Jones-Parry, J. (2004). Which way is the right way? Is there a right way? Discovering pathways to independence. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association, Melbourne September 13-14 2003, (p.). Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Volet, S., McGill, T. & Pears, H. (1995). Implementing process-based instruction in regular university teaching: Conceptual, methodological and practical issues. European Journal of Psychology of Education, 10(4), 385-400.

Voller, P. (1997). Does the teacher have a role in autonomous learning? In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (98-113). London: Longman.

Voller, P. (1998). One to one consultations. Hong Kong: The English Centre, University of Hong Kong. (Video and guidebook).

Voller, P. & Pickard, V. (1996). Conversation exchange: A way towards autonomous language learning. In R. Pemberton, et al (Ed.), Taking control: Autonomy in language Learning (115-132). Hong Kong: Hong Kong University Press.

Voller, P., Martyn, E. & Pickard, V. (1999). One-to-one counselling for autonomous learning in a self-access centre: Final report on an action learning project. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (113-128). Bayreuth Contributions to Glottodidactics, Vol 8. Frankfurt am Main: Lang.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

W

Wachman, R. (1999). Classroom practice: Autonomy through authoring software. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice and critical issues (403-426). Alexandria, VA: TESOL.

Wachob, P. (2004). Training Chinese Students to be 'Western Learners'. STETS Language and Communication Review, 3(1), 9-18.
http://www.stets.org.sg/stetspublications.htm

Wachob, P. (2004). Innovation in the Business Communications curriculum: A Singaporean case study. In Khoo1, A., Heng2, M.A., Lim3, L., Ang4, R.P. (Eds.), Innovation and Diversity in Education (160-188). Singapore: McGraw Hill.
Proceedings from the 2003 Asia-Pacific Conference on Education

Wachob, P. (2006). Methods and materials for motivation and learner autonomy. Reflections on English Language Teaching, 5(1), 93-122.
http://www.nus.edu.sg/celc/publications/reltVol5.htm

Waite, S. (1994). Low-resourced self-access with EAP in the developing world: the great enabler? ELT Journal, 48(3), pp. 233-242.

Wajnryb, R. & Cervi, D. (1991). Power-sharing in the language classroom. Elicos Association Journal, 9(1), 35-46.

Walker, C. (1997). A self-access extensive reading project using graded readers (with particular reference to students of English for Academic Purposes). Reading in Foreign Language, 11

Walsh, C. (1991). Pedagogy and the struggle for voice: Issues of language, power and schooling for Puerto Ricans. Toronto: OISE Press/Bergin & Garvey.

Walter, P. (1998). Experiential learning in language education: Suggestions for TESOL practice. Prospect, 13

Wang, S. C. & Palincsar, A. S. (1989). Teaching students to assume an active role in their learning. In M. C. Reynolds (Eds.), Knowledge base for the beginning teacher (71-84). Oxford: Pergamon Press.

Wang, S. C. & Peverly, S. T. (1986). The self-instructive process in classroom learning contexts. Contemporary Educational psychology, 11, 370-404.

Wang, Y. L. & Ma, X. L. (2003). Helping students become autonomous learners through formative assessment. Hong Kong Baptist University Papers in Applied Language Studies, 7, 104-119.

Wardrop, E. & Anderson, K. (1992). An investigation into learners’ reactions to learner training for self-access listening. Edinburgh Working Papers in Applied Linguistics, 3, 135-145.

Warfield, J., Wood, T. & Lehman, J. D. (2005). Autonomy, beliefs and the learning of elementary mathematics teachers. Teaching and teacher education, 21(4), 439-456.

Warschauer, M., Turbee, L. & Roberts, B. (1996). Computer learning networks and student empowerment. System, 24(1), 1-14.

Waterhouse, P. (1983). Supported self-study in secondary education. London: NCET.

Waterhouse, P. (1988). Supported self-study: An introduction for teachers. London: NCET.

Waterhouse, P. (1990). The Curriculum. In I. Gathercole (Ed.), Autonomy in language learning (4-6). London: CILT.

Weasenforth, D., Meloni, C. & Biesenbach-Lucas, S. (2004). Learner autonomy and course management software. In B. Holmberg, et al (Ed.), Distance education and languages: Evolution and change. Clevedon: Multilingual Matters.

Weaver, S. J. & Cohen, A. D. (1997). Strategies-based instruction: A teacher-training video. (CARLA Working Paper Series 8). Minneapolis: Center for Advanced Research on Language Acquisition.

Wei, Y. & Chen, Y. (2004). Supporting Chinese learners of English to implement self-assessment in L2 writing. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003, (p. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

Weiner, B. (1984). Principles for a theory of student motivation and their application within and attributional framework. In R. Ames & C. Ames (Eds.), Research on motivation in education (vol. 1) (pp. 15-38). Orlando: Academic Press.

Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer.

Wenden, A. (1986). Helping language learners think about learning, ELT Journal, 40(1), 3-12.

Wenden, A. (1998). Learner training in foreign/second language learning: A curricular perspective for the 21st century. ERIC Reproduction Services, ED 416 673.

Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.

Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 27(4), 435-441.

Wenden, A. (1983). Literature review: The process of intervention. Language Learning, 33, 103-121.

Wenden, A. (1985). Learner strategies. TESOL Newsletter, 19, 1-7.

Wenden, A. (1986). What do second language learners know about their second language learning? A second look at retrospective learner accounts. Applied Linguistics, 7(2), 186-201.

Wenden, A. (1987). How to be a successful language learner: Insights and prescriptions from L2 learners. In A. Wenden & J. Rubin (Eds.), Learner strategies in language learning (103-114). London: Prentice Hall.

Wenden, A. (1987). Incorporating learner training in the classroom. In A. Wenden & J. Rubin (Eds.), Learner Strategies in Language Learning (159-168). London: Prentice Hall.

Wenden, A. (1987). Metacognition: An expanded view on the cognitive abilities of L2 learners. Language Learning, 37(4), 573-597.

Wenden, A. (1991). Learner strategies for learner autonomy. London: Prentice Hall International.

Wenden, A. (1995). Learner training in context: A task-based approach to promoting autonomy. System, 23(2), 183-194.

Wenden, A. (1997). Learner representations in language learning: Relevance and function. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Wenden, A. (1999). Special issue on metacognitive knowledge and beliefs in language learning. System, 27(4).

Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23(1), 32-55.

Werquin, P. (2008). Recognition of non-formal and informal learning in OECD countries: A very good idea in jeopardy? Lifelong Learning in Europe, 3, 142-149.
http://www.oecd.org/dataoecd/9/16/41851819.pdf

Wesche, M. & Lee, K. (2000). Korean students’ adaptation to post-secondary studies in Canada: A case study. Canadian Modern Language Review, 56(4), 637-689.

White, C. (1999). Expectations and emergent beliefs of self-instructed language learners. System, 27

White, C. (1995). Autonomy and strategy use in distance foreign language learning: Research findings. System, 23(2), 207-222.

White, C. (1999). The metacognitive knowledge of distance learners. Open Learning, 14(3), 37-47.

White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.

White, C. (2004). Towards a learner-based theory of distance language learning: The concept of the learner-context interface. In B. Holmberg, et al (Ed.), Distance education and languages: Evolution and change. Clevedon: Multilingual Matters.

White, C. (2004). Independent language learning in distance education: current issues. In H. Reinders, H. Anderson, M. Hobbs & J. Jones-Parry (Eds.), Supporting independent learning in the 21st century. Proceedings of the inaugural conference of the Independent Learning Association. Melbourne September 13-14 2003, (p. Auckland: Independent Learning Association Oceania.
http://www.independentlearning.org/ila03/ila03_papers.htm

White, C. (2005). Robinson Crusoe and the Challenges of Supported Distance Language Learning. In T. Lamb & H. Reinders (Eds.), Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.

White, C. (2006). Autonomy, independence and control: mapping the future of distance language learning. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (56-71). Dublin: Authentik.

White, C. & Shelley, M. (2003). Open learning. Special issue on languages in distance education. The Journal of Open and Distance Learning, 18(1).

White, J. (1999). In defence of liberal aims in education. In R. Marples (Ed.), The aims of education (185-200). London: Routledge.

Whitehead, R. (2000). Between a rock and a hard place: The interdependent classroom. In D. Little, et al (Ed.), Focus on learning rather than teaching: Why and how? (87-92). Dublin: Trinity College, Centre for Language and Communication Studies.

Whitty, G. (1997). School autonomy and parental choice: Consumer rights versus citizen rights in education policy in Britain. In D. Bridges, Education, autonomy and democracy citizenship (pp.87-98). London: Routledge.

Widdows, S. & Voller, P. (1991). PANSI: A survey of ELT needs of Japanese university students. Cross Currents, 18(2), 127-141.

http://en.wikipedia.org/wiki/Learner_autonomy
Wikipedia. (2006). Learner autonomy

Wilcznynski, A. (2001). The perception of advisers: Tales from the adviser logbook. In M. Mozzon-McPherson & R. Vismans (Eds.), Beyond language teaching: Towards language advising (95-103). London: Centre for Information on Language Teaching and Research.

Wilkes, M. (1995). Learning pathways and the assessment process: A replication of a study on self- and peer-assessment in the ESL classroom. In G. Brindley (Ed.), Language assessment in action (307-321). Sydney: Macquarie University, NCELTR.

Wilkins, L. S. (1997). Fostering independence with metacognition. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Wilkinson, S. (1998). Study abroad from the participants’ perspective: A challenge to common beliefs. Foreign Language Annals, 31(1), 23-39.

Wilkinson, S. (2002). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal, 86(2), 157-173.

Williams, H. D. (1930). Experiments in self-directed education. School and Society, 31, 715-718.

Willing, K. (1985). Learning strategies, cognitive style and the concept of self-direction. In R. J. Mason (Ed.). Self-directed learning and self-access in Australia: From practice to theory (pp. 103-119). Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.

Willing, K. (1989). Teaching how to learn. Sydney, National Centre for English Language Teaching & Research.

Willing, K. (1985). Helping adults develop their learning strategies: A practical guide. Sydney: Adult Migrant Education Service.

Willing, K. (1987). Learning strategies as information management. Prospect, 2(3), 273-291.

Willing, K. (1988). Learning strategies as information management: some definitions for a theory of learning strategies. Prospect, 3(2), 139-155.

Willing, K. (1988b). Learning styles in adult migrant education. Adelaide: National Curriculum Resource Centre Research Series.

Wilson, S. M. (1993). The self-empowerment index: A measure of internally and externally expressed teacher autonomy. Educational and Psychological Measurement, 53, 727-737.

Winch, C. (1999), Autonomy as an educational aim. In R. Marples (Ed.), The aims of education (pp. 74-84). London: Routledge.

Winch, C. (2006). Education, autonomy and critical thinking. London: Routledge.

Windeatt, S. (1981). A project in self-access language learning for English language and study skills. Lancaster Practical Papers, 3, 43-81.

Wiseman, A. (1990). Sending Mr. Brown to Utopia: Ideas for learner generated materials. Guidelines, 12(2), 48-54

Wolfe-Quintero, K. (2000). Negotiation as participatory dialogue. In M. P. Breen & A. Littlejohn (Eds.), The process syllabus: Negotiation in the language classroom (248-272). Cambridge: Cambridge University Press.

Wolff, D. (1994b). Der Konstruktivismus: Ein neues Paradigma in der Fremdsprachendidaktik? Die Neuere Sprache, 93(5), 407-429.

Wolff, D. (1994). Special issue on learner autonomy. Die Neuere Sprache, 93(5).

Wolff, D. (1994c). New approaches to language teaching: An overview. CLCS Occasional Paper No. 39. Trinity College, Dublin: Centre for Language & Communication Studies.

Wolff, D. (1999). Zu den Beziehungen zwischen Theorie und Praxis in der Entwicklung von Lernerautonomie. In C. Edelhoff & R. Weskamp (Eds.), Autonomes Fremdsprachenlernen (37-49). Ismaning: Hueber.

Wolff, D. (2003). Content and language integrated learning: a framework for the development of learner autonomy. In D. Little, et al (Ed.), Learner autonomy in foreign language classrooms: Teacher, learner, curriculum and assessment (211-222). Dublin: Authentik,.

Woods, D. (2003). The social construction of beliefs in the language classroom. In P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New research approaches (231-240). Dordrecht: Kluwe.

Wright, V. (2005). Independent learning. In J. A. Coleman & J. Klapper (Eds.), Effective learning and teaching in modern languages (133-141). London: Routledge.

Wringe, C. (1997). In defence of rational autonomy as an educational goal. In D. Bridges, Education, autonomy and democracy citizenship (pp. 115-126). London: Routledge.

Wu, Z. (2004). Being, understanding and naming: Teachers’ life and work in harmony. International Journal of Educational Research, 41, 307-323.

Wu, Z. J. (2004). Symbolic control of curricular autonomy: Teachers’ empowerment through discourse. Foreign Languages and their Teaching, 04.6, 30-34.

X

Xhou, X. & Mo, J. (2006). Increasing student autonomy in writing: an exploratory study of using peer feedback among college students of mainland China. In L. Miller (Ed.), Learner autonomy 9: Autonomy in the classroom (27-45). Dublin: Authentik.

Xiao, J. & Hurd, S. (2007). Language Learning Strategies in Distance English Learning: A Study of Learners at Shantou Radio and Television University, China. The Journal of Asia TEFL, 4(2), 141-164.

Xiao, J. & Hurd, S. (2010). Motivation and beliefs in distance language learning: The case of English learners at SRTVU, an open university in China. The Journal of Asia TEFL, 7(3), 59-91.

Y

Yamaguchi, A. (2011). Fostering Learner Autonomy as Agency: An Analysis of Narratives of a Student Staff Member Working at a Self-Access Learning Center. SiSAL Journal, 2(4), 268-280.

Yamaguchi, A., Y. Hasegawa, S. Kato, E. Lammons, T. McCarthy, B. R. Morrison, J. Mynard, D. Navarro, K. Takahashi & K. Thornton (2012). Creative tools that facilitate the advising process. In C. Ludwig & J. Mynard (Eds.), Autonomy in language learning: Advising in action (115-136). Canterbury: IATEFL.

Yamkate, K. (1997). Treasure chest project. In L. Dickinson (Ed.), Autonomy 2000: The development of learning independence in language learning. Conference Proceedings. Bangkok: King Mongkut’s Institute of Technology Thonburi.

Yang, N. D. (1998). Exploring a new role for teachers: Promoting learner autonomy. System, 26(1), 127-135.

Yang, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System, 27

Yau, J. (1994). Toward autonomous learning in Hong Kong secondary schools? The Hong Kong Linguist, 13, 49-62.

Yeung, L. & Hyland, F. (1999). Bridging the gap: Utilising self-access learning as a course component. RELC Journal, 30(1), 158-174.

Young, A. & Kerdiles. Y. (1997). Le projet “asalé” : un usage de technologies éducatives nouvelles en milieu universitaire à l'aube de l'autonomie. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications, INSA (National Institute of Applied Sciences) Lyon, France.

Young, R. (1986). Personal autonomy: Beyond negative and positive liberty. London: Croom Helm.

Yumuk, A. (2002). Letting go of control to the learners: The role of the Internet in promoting a more autonomous view of learning in an academic translation course. Educational Research, 44(2), 141-156.

Yussen, S. R. (1985). The role of metacognition in contemporary theories of cognitive development. In D. L. Forrest-Pressley, G. E. MacKinnon & T. G. Waller (Eds.), Metacognition, cognition, and human performance. 1: Theoretical perspectives (pp. 253-283). Orlando, FL: Academic Press.

Z

Zaragoza, E. D. C. (2011). Identity, motivation and plurilingualism in self-access centers. In Murray, G., Gao, X. & Lamb, T. (Eds.), Identity, Motivation and Autonomy: Exploring their Links (91-106). Great Britain: Multilingual Matters.

Zepke, N., Leach, L. (2006). Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts? International Journal of Lifelong Education, 25(5).

Zhang, D. L. & Goh, C. (2006). Strategy knowledge and perceived strategy use: Singaporean students' awareness of listening and speaking strategies. Language Awareness, 15(3), 199-219.
www.multilingual-matters.net

Zhang, L. J. (2000). Research on metacognition and reading in a second language. Review of Educational Research and Advances for Classroom Teachers, 19(1), 21-27.

Zhang, L. J. (2001). Awareness in reading: EFL students’ metacognitive knowledge of reading strategies in an acquisition-poor environment. Language Awareness, 10(4), 268-288.

Zhang, L. J. (2001). Nurturing ESL reader autonomy. RELC Guidelines, 23(1), 36-40.

Zhang, L. J. (2002). Exploring EFL reading as a metacognitive experience: Reader awareness and reading performance. Asian journal of English Language Teaching, 12, 65-90.
http://www.cuhk.edu.hk/ajelt/

Zhang, L. J. (2003). Research into Chinese EFL learner strategies: Methods, findings and instructional issues. , 0.

Zhang, L. J. (2003). Research into Chinese EFL learner strategies: Methods, findings and instructional issues. RELC Journal, 34(3), 284-322.
http://www.sagepub.co.uk/journals.nav

Zhang, L. J. (2004). Learners' metalinguistic awareness, self-regulation and initiatives in language learning and teaching: Towards innovation in instructional design. Journal of Chinese Language Education, 3, 83-96.

Zhang, L. J. (2006). Metacognition, metalinguistic knowledge, self-regulation and foreign Language teaching and learning. , 0.

Zhang, L. J. & Xiao, Y. H (2007). Language learning strategies, motivation and EFL proficiency: A study of Chinese tertiary-level non-English majors. Asian Englishes: An International Journal of the Sociolinguistics of English in Asia-Pacific, 9(2), 20-47.
http://www.alc.co.jp/asian-e/

Zhang, L. J. & Zhang, D. L. (2007). Metacognition, metalinguistic knowledge, self-regulation and foreign Language teaching and learning. Journal of Applied Linguistics in China, 1, 24-36.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.

Zimmerman, B. J. & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research and practice. New York: Springer-Verlag.

Zohrasbi, M. (2011). Enhancing Learner Autonomy through Reciprocal Approach to Curriculum Development. English Language Teaching, 4(3).

Zou, X. (2011). What happens in different contexts and how to do learner autonomy better? Teacher Development, 15(4), 421-433.

 
Menu
Bookmark and Share
© Innovation in Teaching 1998-2009. All rights reserved.