Autonomous Language Learning Series. Books 1 - 4 (ebooks)

Book 1. Learning Japanese: Voices of Experience by Belinda Kennett and Yuriko Nagata 

​Learning Japanese: Voices of Experience is a book written for people who are learning Japanese in classes and independently, and for teachers of Japanese. It offers practical ideas on how to learn Japanese and what to learn through the experiences of those who have become users of the language. Many of the learning stories in the book are about the rich and enticing ways the various authors have learned and used Japanese at home and in Japan. The authors are diverse in age and background and have learned both in classrooms and while using the language. Some of the stories in the book span the learning histories of the authors. Others focus on an aspect of the language or the personal changes that took place through using it.

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

Book 2. Learner Autonomy in Second Language Pedagogy and Research: Challenges and Issues. Edited by Klaus Schwienhorst

This selection of papers was edited by Klaus Schwienhorst and is the result of a two-day conference by the IATEFL Learner Autonomy SIG on “Learner autonomy in second language pedagogy and research - challenges and issues” which was held at the Fachsprachenzentrum, Leibniz Universität Hannover, Germany in 2013. It was one in a series of local conferences that the LASIG had begun a few years ago, with great success. The four plenary talks at the conference were delivered by four well-known international academics: David Little, Trinity College Dublin, Ireland; Leni Dam, LASIG coordinator, Denmark; Lienhard Legenhausen, University of Münster, Germany; and Elisabet Arnó Macià, Universitat Politècnica de Catalunya, Escola Politècnica Superior d'Enginyeria de Vilanova i la Geltrú (EPSEVG), Spain. In addition, there were over 20 papers and workshops presented at the conference. 

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

Book 3. Fostering Learner Autonomy: Learners, Teachers and Researchers in Action. Edited by Christian Ludwig, Annamaria Pinter, Kris Van de Poel, Tom Smits, Maria Giovanna Tassinari, and Elke Ruelens

​This collection of papers is the result of a conference by the IATEFL Learner Autonomy Special Interest Group which was held at the University of Antwerp in Belgium in March 2016. The volume contains 16 chapters that bring together language learner autonomy and the complex and multifaceted concept of action research.The main aim of action research is to find answers to everyday, real problems and to bring about immediate change in practice for participants. Developing learner autonomy is an ongoing process (of negotiation) between teachers and learners. Language learner autonomy is not solely the responsibility of the teacher but also depends on the learners’ active participation and requires them to play a pro-active role in the whole process of learning. This volume shows that learner autonomy is both a prerequisite and ultimate goal of (action) research. In other words, learner autonomy provides the necessary framework for classroom action research in the broadest sense in which learners not only play an active role, but become (action) researchers themselves.

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

Book 4. Autonomy in Language Learning: Opening a Can of Worms. Edited by Carol J. Everhard, Jo Mynard, with Richard Smith

​This volume contains a collection of articles that were originally published between 2006 and 2010 in the IATEFL Learner Autonomy SIG’s newsletter Independence. All of the articles were written in connection with a project that 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, Classroom research, Counselling / advising, Culture, Learner training, Motivation, Self-access, Teacher autonomy, Teacher education, and Technology. 50 authors contributed to the book and the result is a highly original and, at times, humorous take on aspects of learner autonomy. Despite the light-hearted approach, the contributions are grounded in research and practice and come from a range of countries and contexts, making this an essential resource for anyone interested in the field of language learner autonomy.

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