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Manzano Vázquez, Borja – Innovation in Language Learning and Teaching, 2018
The development of autonomy is acknowledged as a prominent educational goal in discussions of language education, but it is hardly a reality in many schools. One of the reasons for this discrepancy is the lack of teacher education programmes addressing teacher and learner autonomy as valid educational concerns. Because teacher education is vital…
Descriptors: Second Language Learning, Second Language Instruction, Language Teachers, Professional Autonomy
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Timmis, Ivor – Innovation in Language Learning and Teaching, 2016
In this article, I argue that the most important thing about coursebook dialogues is not whether they are "authentic" or "inauthentic" but whether they are "plausible" as human interaction and behaviour. Coursebook dialogues are often constructed as vehicles for various kinds of language work and even sometimes as…
Descriptors: Textbooks, Courses, Dialogs (Language), Media Adaptation
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Pinard, Lizzie – Innovation in Language Learning and Teaching, 2016
With the growth of English as an International Language [McKay, S. 2002. "Teaching English as an International Language." Oxford: Oxford University Press], there is a wealth of it now accessible to learners in their out-of-class environments; be these real, virtual, or a mixture of the two. Tomlinson (2008. "EFL Materials in the…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Instructional Materials
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Doqaruni, Vahid Rahmani – Innovation in Language Learning and Teaching, 2015
Like general theories of human communication, previous research into second language (L2) communication strategies (CSs) has also been characterized on either interactional conceived account or cognitively conceived one. However, this paper is a critical attempt to show that CSs' full significance can only be understood if the domain of CSs…
Descriptors: Communication Strategies, Second Language Learning, Psycholinguistics, Context Effect
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Oxford, Rebecca L. – Innovation in Language Learning and Teaching, 2015
This paper explores two general perspectives on autonomous learners: psychological and sociocultural. These perspectives introduce a range of theoretically grounded facets of autonomous learners, facets such as the self-regulated learner, the emotionally intelligent learner, the self-determined learner, the mediated learner, the socioculturally…
Descriptors: Personal Autonomy, Self Control, Self Management, Emotional Intelligence
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Forman, Ross – Innovation in Language Learning and Teaching, 2014
When teachers and students use L2 in Expanding Circle, Asian EFL classes, what kind of interpersonal roles do they perform, and what does this mean for the development of L2-mediated identity? The notion of alterity, or otherness, is used here to analyse the extent to which identity work occurs in EFL classes located in a Thai university context.…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Interviews
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Lewis, Tim – Innovation in Language Learning and Teaching, 2013
This paper explores what it means to be an autonomous learner in an online social context. Using distinctions originally drawn by Jürgen Habermas, it argues that classic accounts of learner autonomy as teleological action are inadequate to explain learner activity in group settings. It points out that learners in such settings display attitudes…
Descriptors: Personal Autonomy, Independent Study, Electronic Learning, Social Theories