Autonomous Language Learning Series. Books 5 - 8 (ebooks)

​​Book 5. Autonomy in Language Learning: Advising in Action. Edited by Christian Ludwig and Jo Mynard

This book explores advising in action by focusing on advising programmes and advising tools. There are 11 chapters, including a foreword by Christopher Candlin. Chapters in the ‘advising programmes’ part of the book include details of ways in which support is given for learners (both inside and outside class) through the provision of advising. In addition, contributors show how the principles of advising can be applied to ongoing teacher education, and also to peer advising. In the ‘advising tools’ section of the book, contributing authors share various tools that can facilitate deep reflection on learning and the advising process. Contributors also explore written advising and advisor education.

The book was produced as a result of the “Advising for Language Learner Autonomy” conference, an IATEFL Learner Autonomy SIG event held at Kanda University of International Studies in Japan in November 2011. In the developing field of advising, it has become a well-referenced resource for researchers and practitioners in the field.

More details: https://www.candlinandmynard.com/chiba.html

Book 6. The Answer is Learner Autonomy: Issues in Language Teaching and Learning. Edited by Anja Burkert, Leni Dam and Christian Ludwig 

This volume is the result of the two-day conference on language learner autonomy, “The answer is autonomy: issues in language teaching and learning”, which was held in Graz, Austria in June 2012. Through its 16 chapters plus a foreword by Ema Ushioda, the book explores themes such as the role of technology in autonomous learning environments; language learner autonomy and its demands on the teacher; language learner autonomy and the power of beliefs; new perspectives on (peer) evaluation and assessment, and the role of the institution in everyday classroom practice.

Since its original release, this volume has been considered to have made a notable contribution to the field of learner autonomy. Although undoubtedly there have been many changes in circumstances, ideas, and programmes since the original publication of this book in 2013, it has been republished intact in order to offer a true account of the field at the time of the Graz event.

More details: https://www.candlinandmynard.com/graz.html

Book 7. Autonomy in Language Learning: Getting Learners Actively Involved. Edited by Marcella Menegale

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. The volume explores concepts such as ‘motivation’, ‘self-efficacy’, ‘learner strategies’, ‘self-reflection’, as well as the use of specific autonomous tools and tasks that may be included in the curriculum, yet help students make the most of out-of-class language learning opportunities. The volume features contributions by Anna Uhl Chamot, Leni Dam, Lienhard Legenhausen, David Little, and Marcella Menegale with a foreword by Carmel Mary Coonan. It was inspired by an International Conference on Language Learner Autonomy held at Ca’ Foscari University, Venice in September 2011 supported by the IATEFL Learner Autonomy Special Interest Group.

Since its original release, this volume has been considered to have made a notable contribution to the field of learner autonomy. Although undoubtedly there have been many changes in circumstances, ideas, and programmes since the original publication of this book in 2012, it has been republished intact in order to offer a true account of the field at the time of its original release.

More details: https://www.candlinandmynard.com/venice.html

Book 8. The Teacher’s Role in Developing Learner Autonomy. Edited by Kateřina Sedláčková, Barbora Chovancová and Štěpánka Bilová ​

As the title suggests, it is the teacher who is in the spotlight of this volume on learner autonomy. The issues addressed herein include the specific and ever-changing role of teachers within the context of autonomous learning; an impassioned promotion of professionalism, creativity, reflection, and ability to tune into the minds of students; the effectivity of teaching in general; and, last but not least, the teacher’s own autonomy.

In autonomous learning, learners become “researchers of their own learning”. Likewise, teachers should become “researchers of their own teaching” and, as this book attests, they indeed do. When the focus of their explorations is learner autonomy, the results can include theoretically grounded research papers with practical applications, action research and exploratory practice, and good practice papers which emphasise how learner autonomy is being promoted.

This book is not only written by teachers but also addressed directly to them. Teachers at all levels, in different teaching contexts, and of various languages can benefit from the ideas and adapt them to fit their unique teaching situation and benefit their own students. 

More details: https://www.candlinandmynard.com/brno.html