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    A naturalistic inquiry of the relationship between learner beliefs and learner autonomy

    Zhong, Qunyan (Maggie)

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    Date
    2013
    Citation:
    Zhong, Q. (2013). A naturalistic inquiry of the relationship between learner beliefs and learner autonomy. In M. Hobbs and K. Doffs (Eds), ILAC Selections: Autonomy in a Networked World, 5th Independent Learning Association Conference 2012. Independent Learning Association: Christchurch, New Zealand(Ed.),(121-123).
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/2772
    Abstract
    Learner autonomy has received increasing attention in the field of Second Language Acquisition (SLA). Many educators believe that the ultimate goal of teaching is to help students become life-long, independent learners. Holec, who was one of the first to explore the concept of learner autonomy, defines autonomy as ‘the ability to take charge of one’s own learning’ (1981: 3). Over the last few decades, in the field of SLA, considerable effort has been expended in identifying environmental and individual factors affecting learner autonomy and conditions for fostering it (Benson 2007). However, a review of the literature on learner autonomy indicates that studies examining the effects of learner beliefs on learner autonomy are less frequent. It can be argued that it is essential to discover and identify learners’ beliefs when promoting autonomous learning. This is simply because human beings are designers of their own actions (Argyris and Schön 1974). Behind all actions there are underpinning beliefs; hence, learners’ autonomous learning is also governed by their beliefs.
    Keywords:
    learner autonomy, second language acquisition (SLA), L2 acquistion, ESL
    ANZSRC Field of Research:
    200401 Applied Linguistics and Educational Linguistics, 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)
    Copyright Holder:
    Independent Learning Association

    Copyright Notice:
    Copyright © Independent Learning Association 2013
    Available Online at:
    http://www.independentlearning.org/uploads/100836/files/ILA_2012_Proceedings.pdf
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Education Conference Papers [292]

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