This book provides an in-depth exploration of psychological phenomena affecting language learning within a social learning space. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, in conjunction with other individual difference factors, it uncovers perceptions and assumptions that language learners have of the space and how they affect their relationship with it and the people within it. Readers will gain a greater understandi...

This volume contains a collection of 48 articles which were originally published between 2006 and 2010 in the Learner Autonomy SIGʼs newsletter Independence. All of the articles were written in connection with a project which likened exploring the multifaceted concept of learner autonomy to opening a metaphorical "can of worms". Ten "worms" were released into the academic community, resulting in a series of short articles. The following areas are explored in this collection: Assessment, Cl...

This book was edited by Jo Mynard and Christian Ludwig and contains a foreword by Anna Uhl Chamot. This volume explores tools, tasks and environments which support the development of learner autonomy in different learning spaces and cultural contexts. After an introduction by the editors, the 13 contributions to this e-book are divided into five thematic parts. Part 1 investigates ways of supporting the development of learner autonomy in self-access learning. Part 2 focuses on self-directe...

Since its original release, this book has made a notable contribution to the growing field of advising in language learning (ALL). ALL is the process and practice of working with learners, normally one-to-one, in order to promote learner autonomy. Although closely related to language teaching, ALL has many characteristics associated with counselling, yet is a unique field with its own discourses, practices, locations, and processes.The book was originally published in 2012 by the I...

Advising in Language Learning (ALL) brings together examples of advising practice and research from various international contexts in a fast-developing field. A theoretical model based on constructivism and sociocultural theory (the Dialogue, Tools and Context Model) is proposed and supported thoughout the book, as each of the contributions focuses on one or more areas of the model. In this volume the editors set out the general aims and understandings of the field, illustrating t...

Reflective Dialogue presents professional educators with the necessary background and skills to engage in reflective dialogue with language learners effectively*.* It draws on work in the fields of advising in language learning, reflective practice, sociocultural theory, language learner autonomy, counseling, and life coaching to provide both an introduction to the field and guidance for researching advising in action. The book also includes a wide variety of practical ideas and o...

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal w...

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It mak...