Garold Murray holds a PhD in language education from the University of British Columbia, Canada. He has worked with ESL and EFL learners in junior high school, high school, undergraduate, and graduate programs; and language teachers in both pre-service and in-service contexts. In the area of out-of-class learning, he established and managed two self-access centres in Japan – one of which was open to the general public. He has served as convener of the AILA Research Network on Learner Autonomy in Language Learning (2005-2011) and president of the Japan Association of Self-Access Language Learning (2005-2010). His research interests focus on learner autonomy, social learning spaces, narrative inquiry, and complexity. In addition to having published widely in the area of learner autonomy and social learning spaces, he is editor of the book The Social Dimensions of Learner Autonomy (2014) and co-editor of the books Identity, Motivation, and Autonomy in Language Learning (2011); Social Spaces for Language Learning: Stories from the L-café (2016); and Space, Place and Autonomy in Language Learning (2018).
Through the use of qualitative research methods, the authors explore the complex, contingent, and... more Through the use of qualitative research methods, the authors explore the complex, contingent, and dynamic nature of motivation, identity, and autonomy-both for language learners and teachers-in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals.
Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of Michigan
There is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended.
Zoltan Dornyei
Learner autonomy is a construct in motion, unfolding in step with our academic imaginary. Over th... more Learner autonomy is a construct in motion, unfolding in step with our academic imaginary. Over the past forty years, it has demonstrated its capacity to adapt to changing times. Introduced in the late 1970s during an era characterized by the teacher-dominated language classroom, learner autonomy provided a much-needed focus on learners as potentially independent individuals capable of taking charge of their learning. Later, as the so-called ‘social turn’ gained prominence in the field of applied linguistics, autonomy revealed itself to be a social construct developed through interdependence. Now, as applied linguists turn their attention to complexity science, what facets of learner autonomy can be revealed by examining the construct from the perspective of complex dynamic systems theory? This paper addresses this question by drawing on the findings of three studies – a five-year ethnography, a longitudinal multiple-case study and a narrative inquiry – all of which explored a social space for language learning located on the campus of a large national university in Japan. The aim of these studies was to explore the ways in which learners experienced the facility and how it supported their linguistic and personal development. Adopting an ecological approach enabled the author and fellow researchers to focus on the affordances that emerged through learners’ engagement with the environment. Gradually, as these studies were carried out over the past eight years, the thinking on how to view this space, the learners and their learning has expanded from a community of practice perspective to one embracing complex dynamic systems theory. This article will examine how this shift in theoretical focus has offered lessons on learner autonomy in this out-of-class context.
Social spaces for language learning, places where learners can come together in order to learn wi... more Social spaces for language learning, places where learners can come together in order to learn with and from each other, have an important role to play in foreign language acquisition and L2 identity development. In this book, sixteen students, teachers and administrators tell how they experience the L-café, a social language learning space located on the campus of a Japanese university. As part of a narrative inquiry, their unabridged stories are framed by background information on the study and an in-depth analysis informed by theories of space and place, and complex dynamic systems.
Addressing practical as well as theoretical concerns, this book provides advice for language professionals developing and managing social language learning spaces, pedagogical insights for teachers exploring their role in out-of-class learning, and direction for researchers examining the various facets of language learning beyond the classroom.
Learner autonomy in language learning, initially associated with independence, is now viewed as a... more Learner autonomy in language learning, initially associated with independence, is now viewed as a capacity that can be developed in social contexts involving learner interdependence and collaboration. In this volume researchers, most of whom are also language teachers, from Asia, the Caribbean, Europe, and North and South America, explore the social aspects of learner autonomy in various language learning contexts. Bringing together theory, research and practice, the studies draw on socially oriented theoretical perspectives - such as social constructivism, sociocultural theory, situated learning, ecology and complexity - and primarily employ case study and ethnographic methodologies. This research suggests that the social dimensions of learner autonomy encompass under-investigated emotional, spatial and political dimensions. In addition to theoretical issues, the authors discuss implications for practice, making this book of interest to teachers, researchers, and other language professionals working in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.
In this volume researchers from Asia, Europe, the Middle East, North America, and South America e... more In this volume researchers from Asia, Europe, the Middle East, North America, and South America employ a variety
of theoretical perspectives and methodological approaches in order to investigate the links between identity,
motivation, and autonomy in language learning.
ABSTRACT This paper examines a new direction for research into autonomy in language learning: an ... more ABSTRACT This paper examines a new direction for research into autonomy in language learning: an exploration of its spatial dimension. It does this by reporting on a longitudinal ethnographic inquiry into a social learning space dedicated to language learning, located on the campus of a large national university in Japan. Although social learning spaces may physically resemble self-access centers, the distinguishing and defining point is that in social learning spaces the emphasis is on people coming together in order to learn with and from each other. Informed by theory from the areas of human geography, linguistic/semiotic landscapes and mediated discourse analysis, an underlying assumption of the study – which has so far been supported by the data – is that how people define a space transforms it into a place, determines what they do there and influences their autonomy. Drawing on data from this five-year investigation, the paper outlines a research agenda for the exploration of space and place in relation to autonomy in language learning. It begins with a description of the social learning space under study and an overview of the inquiry. This followed by a review of the salient points from the literature on human geography, linguistic/semiotic landscapes and mediated discourse analysis that served as a basis for the interpretation of the data. The paper then turns to the findings of the study to identify specific directions for future inquiries.
Paradoxical as it might seem, most of the authors contributing to this exploration of the social ... more Paradoxical as it might seem, most of the authors contributing to this exploration of the social dimensions of autonomy in language learning began their chapter by referring to Holec’s seminal definition. He defined autonomy as ‘the ability to take charge of one’s own learning’ (Holec 1981: 3), and, in doing so, situated the construct squarely on the individual side of the individual-social dialectic in applied linguistics (for a discussion see Benson and Cooker 2013b). His definition and accompanying model grew out of early work to develop self-access language learning. In this institutional context, individuals were learning the target language by themselves through direct access to target language materials; hence, the term self-access. ‘To take charge of one’s own learning’ entailed setting goals, selecting materials, making decisions about activities and strategies, monitoring progress and assessing outcomes. This learning environment called for learners to work independently of a teacher, to take initiative, to plan, and to accept responsibility of all aspects of their learning. Furthermore, as Lewis (Chapter 3) points out, the emphasis on learner independence was necessary at a time when the notion that learners could successfully take on these responsibilities amounted to a revolutionary concept. Thirty years on, Holec’s remains the most commonly cited definition of learner autonomy (Benson 2007).
Page 1. Exploring Learners' CALL Experiences: A Reflection on Method Garold L. Murray To... more Page 1. Exploring Learners' CALL Experiences: A Reflection on Method Garold L. Murray Tokai University, Shonan Campus ABSTRACT While there has been discussion in the literature concerning the need to identify research ...
Through the use of qualitative research methods, the authors explore the complex, contingent, and... more Through the use of qualitative research methods, the authors explore the complex, contingent, and dynamic nature of motivation, identity, and autonomy-both for language learners and teachers-in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals.
Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of Michigan
There is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended.
Zoltan Dornyei
Learner autonomy is a construct in motion, unfolding in step with our academic imaginary. Over th... more Learner autonomy is a construct in motion, unfolding in step with our academic imaginary. Over the past forty years, it has demonstrated its capacity to adapt to changing times. Introduced in the late 1970s during an era characterized by the teacher-dominated language classroom, learner autonomy provided a much-needed focus on learners as potentially independent individuals capable of taking charge of their learning. Later, as the so-called ‘social turn’ gained prominence in the field of applied linguistics, autonomy revealed itself to be a social construct developed through interdependence. Now, as applied linguists turn their attention to complexity science, what facets of learner autonomy can be revealed by examining the construct from the perspective of complex dynamic systems theory? This paper addresses this question by drawing on the findings of three studies – a five-year ethnography, a longitudinal multiple-case study and a narrative inquiry – all of which explored a social space for language learning located on the campus of a large national university in Japan. The aim of these studies was to explore the ways in which learners experienced the facility and how it supported their linguistic and personal development. Adopting an ecological approach enabled the author and fellow researchers to focus on the affordances that emerged through learners’ engagement with the environment. Gradually, as these studies were carried out over the past eight years, the thinking on how to view this space, the learners and their learning has expanded from a community of practice perspective to one embracing complex dynamic systems theory. This article will examine how this shift in theoretical focus has offered lessons on learner autonomy in this out-of-class context.
Social spaces for language learning, places where learners can come together in order to learn wi... more Social spaces for language learning, places where learners can come together in order to learn with and from each other, have an important role to play in foreign language acquisition and L2 identity development. In this book, sixteen students, teachers and administrators tell how they experience the L-café, a social language learning space located on the campus of a Japanese university. As part of a narrative inquiry, their unabridged stories are framed by background information on the study and an in-depth analysis informed by theories of space and place, and complex dynamic systems.
Addressing practical as well as theoretical concerns, this book provides advice for language professionals developing and managing social language learning spaces, pedagogical insights for teachers exploring their role in out-of-class learning, and direction for researchers examining the various facets of language learning beyond the classroom.
Learner autonomy in language learning, initially associated with independence, is now viewed as a... more Learner autonomy in language learning, initially associated with independence, is now viewed as a capacity that can be developed in social contexts involving learner interdependence and collaboration. In this volume researchers, most of whom are also language teachers, from Asia, the Caribbean, Europe, and North and South America, explore the social aspects of learner autonomy in various language learning contexts. Bringing together theory, research and practice, the studies draw on socially oriented theoretical perspectives - such as social constructivism, sociocultural theory, situated learning, ecology and complexity - and primarily employ case study and ethnographic methodologies. This research suggests that the social dimensions of learner autonomy encompass under-investigated emotional, spatial and political dimensions. In addition to theoretical issues, the authors discuss implications for practice, making this book of interest to teachers, researchers, and other language professionals working in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.
In this volume researchers from Asia, Europe, the Middle East, North America, and South America e... more In this volume researchers from Asia, Europe, the Middle East, North America, and South America employ a variety
of theoretical perspectives and methodological approaches in order to investigate the links between identity,
motivation, and autonomy in language learning.
ABSTRACT This paper examines a new direction for research into autonomy in language learning: an ... more ABSTRACT This paper examines a new direction for research into autonomy in language learning: an exploration of its spatial dimension. It does this by reporting on a longitudinal ethnographic inquiry into a social learning space dedicated to language learning, located on the campus of a large national university in Japan. Although social learning spaces may physically resemble self-access centers, the distinguishing and defining point is that in social learning spaces the emphasis is on people coming together in order to learn with and from each other. Informed by theory from the areas of human geography, linguistic/semiotic landscapes and mediated discourse analysis, an underlying assumption of the study – which has so far been supported by the data – is that how people define a space transforms it into a place, determines what they do there and influences their autonomy. Drawing on data from this five-year investigation, the paper outlines a research agenda for the exploration of space and place in relation to autonomy in language learning. It begins with a description of the social learning space under study and an overview of the inquiry. This followed by a review of the salient points from the literature on human geography, linguistic/semiotic landscapes and mediated discourse analysis that served as a basis for the interpretation of the data. The paper then turns to the findings of the study to identify specific directions for future inquiries.
Paradoxical as it might seem, most of the authors contributing to this exploration of the social ... more Paradoxical as it might seem, most of the authors contributing to this exploration of the social dimensions of autonomy in language learning began their chapter by referring to Holec’s seminal definition. He defined autonomy as ‘the ability to take charge of one’s own learning’ (Holec 1981: 3), and, in doing so, situated the construct squarely on the individual side of the individual-social dialectic in applied linguistics (for a discussion see Benson and Cooker 2013b). His definition and accompanying model grew out of early work to develop self-access language learning. In this institutional context, individuals were learning the target language by themselves through direct access to target language materials; hence, the term self-access. ‘To take charge of one’s own learning’ entailed setting goals, selecting materials, making decisions about activities and strategies, monitoring progress and assessing outcomes. This learning environment called for learners to work independently of a teacher, to take initiative, to plan, and to accept responsibility of all aspects of their learning. Furthermore, as Lewis (Chapter 3) points out, the emphasis on learner independence was necessary at a time when the notion that learners could successfully take on these responsibilities amounted to a revolutionary concept. Thirty years on, Holec’s remains the most commonly cited definition of learner autonomy (Benson 2007).
Page 1. Exploring Learners' CALL Experiences: A Reflection on Method Garold L. Murray To... more Page 1. Exploring Learners' CALL Experiences: A Reflection on Method Garold L. Murray Tokai University, Shonan Campus ABSTRACT While there has been discussion in the literature concerning the need to identify research ...
ABSTRACT This paper explores the dynamics of conducting a narrative inquiry when the participant ... more ABSTRACT This paper explores the dynamics of conducting a narrative inquiry when the participant takes on the role of co-researcher. The study reported here is part of an ongoing life history research project investigating how foreign language learners can attain advanced levels of oral proficiency without studying or living in a target language environment. As a variation on the data collection procedures of conducting interviews from which stories are crafted, the researcher carrying out the larger study invited the participant to write his own English language learning history and take on the role of co-researcher. In this dual role, the “participant-researcher” wrote his language learning history, kept a journal in which he noted his reactions and insights regarding the writing and research process, and, through dialogue with the other researcher, engaged in co-constructing an interpretation of the data. In this paper the authors outline the background to the current project, describe the procedures they followed, and discuss the methodological issues they encountered when the researched became a co-researcher.
ABSTRACT While much of the literature in the area of language education focuses on young people l... more ABSTRACT While much of the literature in the area of language education focuses on young people learning primarily in formal settings, this chapter examines the topic of designing out-of-class learning opportunities for older learners. This chapter explores this largely neglected area by reporting on a project that provided self-access English language learning opportunities to the general public in Akita, Japan. While the people who participated in the programmes on offer at this self-access centre ranged in age from 17 to 77, the discussion focuses on learners who were in their 50’s to late 70’s. The chapter begins by describing the context and outlining the learning affordances made available to these learners. It then looks at the issues involved in designing and delivering informal learning opportunities to older learners by drawing on data from two studies. One study, an ethnography, examines the experiences of the learners at the centre through participant observation and interviews. The second study is a life history project in which 17 of the learners in this age group wrote their language learning stories. The chapter provides an example of how the needs of older language learners might be met through the creation of social learning spaces which enable learners to work autonomously in the pursuit of their personal goals while participating in a community of language learners.
This paper examines a new direction for research into autonomy in language learning: an explorati... more This paper examines a new direction for research into autonomy in language learning: an exploration of its spatial dimension. It does this by reporting on a longitudinal ethnographic inquiry into a social learning space dedicated to language learning, located on the campus of a large national university in Japan. Although social learning spaces may physically resemble self-access centers, the distinguishing and defining point is that in social learning spaces the emphasis is on people coming together in order to learn with and from each other. Informed by theory from the areas of human geography, linguistic/semiotic landscapes and mediated discourse analysis, an underlying assumption of the study – which has so far been supported by the data – is that how people define a space transforms it into a place, determines what they do there and influences their autonomy. Drawing on data from this five-year investigation, the paper outlines a research agenda for the exploration of space and place in relation to autonomy in language learning. It begins with a description of the social learning space under study and an overview of the inquiry. This followed by a review of the salient points from the literature on human geography, linguistic/semiotic landscapes and mediated discourse analysis that served as a basis for the interpretation of the data. The paper then turns to the findings of the study to identify specific directions for future inquiries.
Social learning spaces have been created at universities around the world as places where student... more Social learning spaces have been created at universities around the world as places where students can come together in order to learn with and from each other. These facilities provide spaces for the emergence of communities of practice. However, this construct has been criticized on the grounds that it raises boundary and membership issues, problematizing the question of access. Indeed, in the case of social language learning spaces, how do linguistically challenged learners gain access to these communities? This paper addresses this question by reporting on an ecologically-oriented, ethnographic inquiry into how learners experience a social learning space dedicated to language learning at a large Japanese university. The presenters first describe the context and the study. Then, informed by theorizing in the areas of human geography and mediated discourse analysis, they examine the issue of gaining access to the community of learners which has emerged in this setting.
In this paper we explore the relationship between space, in terms of the physical dimension size,... more In this paper we explore the relationship between space, in terms of the physical dimension size, and learner autonomy. We do this by reporting on a longitudinal ethnographic inquiry into a social learning space dedicated to language learning. Although social learning spaces may physically resemble self-access centers, we see the distinguishing and defining point being that in social learning spaces the emphasis is on people coming together in order to learn with and from each other. Drawing on notions from the areas of human geography and mediated discourse analysis, an underlying assumption of our study – which has so far been supported by the data – is that how people define a space transforms it into a place and influences what they do there. Around the halfway point of our study, a serendipitous event occurred. The university administration made funding available for the social learning space to move to a much larger location. In this presentation we examine the impact this change in the physical dimensions has had on social activity in this space, language learning behaviour, and learner autonomy.
In this workshop participants explore how they might engage students’ imagination in their foreig... more In this workshop participants explore how they might engage students’ imagination in their foreign language learning. The first part of the workshop focuses on what imagination is, the role it can play in language learning, and the benefits of making work with the imagination a routine part of the foreign language classroom experience. Among the benefits is the possibility of enhancing learners’ motivation by helping them to develop and sustain visions of future selves as foreign language speakers and potential participants in target language communities. The second part of the workshop examines ways to do this by providing teachers with the opportunity to consider specific suggestions for classroom practice. In the third part of the workshop, teachers work together in small groups to produce activities designed to help students imagine themselves as speakers of the target language. Participants leave the workshop with ideas and suggestions for activities that they can take back and continue to work with in their own teaching context.
Learner autonomy in language learning and self-regulated learning are distinct areas of inquiry. ... more Learner autonomy in language learning and self-regulated learning are distinct areas of inquiry. Nonetheless, a number of parallels arise from their mutual interest in issues related to learner control. One particularly noteworthy parallel is that researchers in both areas are turning their attention to the social dimensions of these constructs. In this talk I explore the social dimensions of learner autonomy. However, in doing so, I situate this phenomenon in a broader conceptual context by drawing on research which views self-regulated learning as encompassing both cognitive and social processes.
To illustrate my points, I report on a longitudinal, ethnographic inquiry that has been tracking 14 Japanese EFL learners through their participation in a social learning space at Okayama University. The term social learning space is used to refer to a facility, not unlike a self-access center, but one in which the prime concern is to provide opportunities for learners to come together in order to learn with and from each other.
I begin by situating the theme of the presentation in current literature and attempting to clarify the points of convergence and divergence between learner autonomy and self-regulated learning. Against this conceptual backdrop, I then examine the learning experiences of the students who frequent the social learning space in order to identity aspects of the social dimensions of learner autonomy. The presentation concludes by considering the implications for theory, further inquiry, and practice.
This workshop explored how teachers might apply Dörnyei’s L2 Motivational Self System model to th... more This workshop explored how teachers might apply Dörnyei’s L2 Motivational Self System model to their classroom practice. The first part of the workshop provided a brief overview of the key constructs and situated the topic in the literature by outlining Norton’s imagined communities and Dörnyei’s L2 Motivational Self System. These theories suggest that teachers might enhance learners’ motivation by helping them to develop and sustain visions of future selves as foreign language speakers and possible participants in target language communities. The second part of the workshop focused on ways to do this by providing participants with the opportunity to consider specific suggestions for classroom practice in relation to their own teaching context. In the third part of the workshop, participants worked together in small groups to produce activities designed to help students imagine themselves as speakers of the target language. Participants left the workshop with ideas and suggestions for activities that they could take back and continue to work with in their own teaching context.
In this forum 8 teachers presented their stories of experiences that made an important difference... more In this forum 8 teachers presented their stories of experiences that made an important difference in their professional lives and/or the lives of their students. The presentations were given in a small group, story-telling environment and repeated several times so audience members could rotate from group to group. Following the presentations, the moderator commented on the themes arising from the stories and lead a plenary discussion.
This presentation explores the role of imagination and metacognition in language learning by exam... more This presentation explores the role of imagination and metacognition in language learning by examining the narratives of three Japanese EFL learners. They participated in a study investigating the learning experiences of university students enrolled in a self-directed learning course. The presenter looks at aspects of the learning environment which enhanced the learners’ imagination and metacognition; illustrates the joint role imagination and metacognition played in their learning; and considers the implications for language learning and teaching.
This workshop will explore how teachers can work with imagination, narrative and autonomy in orde... more This workshop will explore how teachers can work with imagination, narrative and autonomy in order to foster learners’ motivation. The introduction will provide an overview of the key constructs and situate the topic in the literature by briefly discussing Norton’s imagined communities and Dörnyei’s L2 Motivational Self System. These theories suggest that teachers might enhance learners’ motivation by helping them to develop and sustain visions of future selves as foreign language speakers and possible participants in target language communities. The rest of the workshop will focus on ways to do this. Participants will have an opportunity to consider specific suggestions for classroom practice in relation to their own teaching context. They will also be invited to engage in activities which draw on narratives of their own teaching experience and rely on their imagination as they devise ways to support learners’ visions and make those visions a reality.
This presentation explores the relationship between autonomy and environment by reporting on a lo... more This presentation explores the relationship between autonomy and environment by reporting on a longitudinal ethnographic inquiry investigating a social learning space dedicated to language learning in a Japanese university. The researchers adopt an ecological approach informed by human geography and mediated discourse analysis perspectives on the semiotics of place. They examine the ways in which the meanings learners attach to a space transform it into a place, how this impacts on their language learning, and the role of autonomy in this process.
Recent technological advances enable educators to re-think the traditional classroom language lea... more Recent technological advances enable educators to re-think the traditional classroom language learning environment. This presentation reports on a mixed-methods inquiry which explored the pedagogical, affective, and social implications of alternative instructional models incorporating the use of an on-line interactive commercially-available program. The study, carried out at a large Japanese university, compared the learning experiences of low level EFL students (TOEIC score below 435) in three different classroom contexts. One class incorporated a supervised independent study approach based on a distance education model. After coming to an orientation session, students were free to work with the program anywhere, at any time, and at their own pace. If they wished, they had the option of coming to class to work on the program and/or to meet with the teacher. Another class was based on a more traditional, teacher-directed approach. Students came to class each week and worked on the program much in the same way as they would use a textbook in a regular class. The third class blended teacher-directed classroom instruction in TOEIC strategies with an opportunity for independent study using the on-line program. Data included students’ TOEIC results at the beginning and end of the semester, responses to a language beliefs questionnaire administered in a pre-/post- test manner, and answers to a course evaluation questionnaire. In addition, interviews were conducted with volunteers from each class. In this presentation, focusing on the role of autonomy in the learners’ experiences, the researchers discuss findings pertaining to learning outcomes and the potential emergence of an L2 Self.
Increasingly, students find themselves in e-learning contexts as opposed to the traditional class... more Increasingly, students find themselves in e-learning contexts as opposed to the traditional classroom setting to which they are accustomed. This presentation reports on a mixed-methods inquiry which explored the pedagogical, affective, and social implications for students learning in alternative instructional models based on the use of an on-line interactive program. The study compared the learning experiences of low level EFL students (TOEIC score below 435) in three different classroom contexts, ranging from independent study to teacher-directed. The researchers discuss the findings pertaining to the learners’ reaction to the modes of learning, autonomy, and adaptation to the e-learning environment.
Uploads
Books by Garold Murray
Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of Michigan
There is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended.
Zoltan Dornyei
This paper addresses this question by drawing on the findings of three studies – a five-year ethnography, a longitudinal multiple-case study and a narrative inquiry – all of which explored a social space for language learning located on the campus of a large national university in Japan. The aim of these studies was to explore the ways in which learners experienced the facility and how it supported their linguistic and personal development. Adopting an ecological approach enabled the author and fellow researchers to focus on the affordances that emerged through learners’ engagement with the environment. Gradually, as these studies were carried out over the past eight years, the thinking on how to view this space, the learners and their learning has expanded from a community of practice perspective to one embracing complex dynamic systems theory. This article will examine how this shift in theoretical focus has offered lessons on learner autonomy in this out-of-class context.
Addressing practical as well as theoretical concerns, this book provides advice for language professionals developing and managing social language learning spaces, pedagogical insights for teachers exploring their role in out-of-class learning, and direction for researchers examining the various facets of language learning beyond the classroom.
of theoretical perspectives and methodological approaches in order to investigate the links between identity,
motivation, and autonomy in language learning.
Papers by Garold Murray
Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of Michigan
There is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended.
Zoltan Dornyei
This paper addresses this question by drawing on the findings of three studies – a five-year ethnography, a longitudinal multiple-case study and a narrative inquiry – all of which explored a social space for language learning located on the campus of a large national university in Japan. The aim of these studies was to explore the ways in which learners experienced the facility and how it supported their linguistic and personal development. Adopting an ecological approach enabled the author and fellow researchers to focus on the affordances that emerged through learners’ engagement with the environment. Gradually, as these studies were carried out over the past eight years, the thinking on how to view this space, the learners and their learning has expanded from a community of practice perspective to one embracing complex dynamic systems theory. This article will examine how this shift in theoretical focus has offered lessons on learner autonomy in this out-of-class context.
Addressing practical as well as theoretical concerns, this book provides advice for language professionals developing and managing social language learning spaces, pedagogical insights for teachers exploring their role in out-of-class learning, and direction for researchers examining the various facets of language learning beyond the classroom.
of theoretical perspectives and methodological approaches in order to investigate the links between identity,
motivation, and autonomy in language learning.
Drawing on data from this five-year investigation, the paper outlines a research agenda for the exploration of space and place in relation to autonomy in language learning. It begins with a description of the social learning space under study and an overview of the inquiry. This followed by a review of the salient points from the literature on human geography, linguistic/semiotic landscapes and mediated discourse analysis that served as a basis for the interpretation of the data. The paper then turns to the findings of the study to identify specific directions for future inquiries.
To illustrate my points, I report on a longitudinal, ethnographic inquiry that has been tracking 14 Japanese EFL learners through their participation in a social learning space at Okayama University. The term social learning space is used to refer to a facility, not unlike a self-access center, but one in which the prime concern is to provide opportunities for learners to come together in order to learn with and from each other.
I begin by situating the theme of the presentation in current literature and attempting to clarify the points of convergence and divergence between learner autonomy and self-regulated learning. Against this conceptual backdrop, I then examine the learning experiences of the students who frequent the social learning space in order to identity aspects of the social dimensions of learner autonomy. The presentation concludes by considering the implications for theory, further inquiry, and practice.