Second language learning at a distance : metacognition, affect, learning strategies and learner support in relation to the development of autonomy
This work is based on nine articles, two book chapters and one set of conference proceedings published between 1998 and 2007 on independent language learning in universities. I also refer to papers I have published that are concerned exclusively with language learning and teaching in adult education in order to contextualise my research. The publications selected for this work chart my evolution as a researcher and teacher, moving from a conventional adult education setting to self-access in a new university and finally distance learning at the Open University, UK. At each stage of this educational journey, autonomy took on an increasingly significant role, with distance learning at the extreme end of the spectrum, a setting which required autonomy to be firmly embedded in theory and practice. The thesis is divided into two main parts: (1) autonomy (2) metacognition and affect, strategies and learner support. The narrative draws together these themes, and explores links between the constructs, and their interrelationships. Publications 1-5 focus on the concept of autonomy and the issues it raises for learners and teachers in both self access and distance learning settings. The first three articles investigate
Hurd, Stella
Second language learning at a distance : metacognition, affect, learning strategies and learner support in relation to the development of autonomy. This work is based on nine articles, two book chapters and one set of conference proceedings published between 1998 and 2007 on independent language learning in universities. I also refer to papers I have published that are concerned exclusively with language learning and teaching in adult education in order to contextualise my research. The publications selected for this work chart my evolution as a researcher and teacher, moving from a conventional adult education setting to self-access in a new university and finally distance learning at the Open University, UK. At each stage of this educational journey, autonomy took on an increasingly significant role, with distance learning at the extreme end of the spectrum, a setting which required autonomy to be firmly embedded in theory and practice. The thesis is divided into two main parts: (1) autonomy (2) metacognition and affect, strategies and learner support. The narrative draws together these themes, and explores links between the constructs, and their interrelationships. Publications 1-5 focus on the concept of autonomy and the issues it raises for learners and teachers in both self access and distance learning settings. The first three articles investigate
second_language learn distance affect learn strategy learner support relation development autonomy work base article book set conference proceeding publish independent language_learn university also_refer paper publish concerned exclusively language_learn teach adult_education order_contextualise research publication select work chart evolution researcher teacher move conventional adult_education set self access new university finally distance learn open_university stage educational journey autonomy take increasingly significant_role distance learn extreme end spectrum set require autonomy firmly embed theory_practice divide_two main_part autonomy affect strategy_learner support narrative draw_together theme explore link construct interrelationship focus concept autonomy issue_raise learner teacher self access distance learn setting first_three article investigate