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At the heart of this study is the fostering of learner autonomy in the language classroom, in particular how learner autonomy can be developed through pedagogical tasks. The work focuses on four different approaches: learner-related, classroom-related, resource-related and technology-related. The book combines classroom theory, research and practice, all of which are immersed in the philosophy of social constructivism, whereby knowledge and learning are seen as both the context for and the result of human interaction. "This is the book everyone in the field has been waiting for. It is the product of excellent classroom research... highly engaging, relevant, readable, and above all, practical in its handling of the issues." Prof. John McRae, University of Nottingham, UK. "This book is a perfect combination of theoretical and practical proposals that make it possible to implement and foster learner autonomy in the EFL/ESL classroom." Prof. Wolfgang Hallet, Justus Liebig University, Giessen, Germany
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List of contributors and affiliations: OKSANA AFITSKA, LANCASTER UNIVERSITY, UK AND MíRIAM BUENDíA-CASTRO, UNIVERSITY OF GRANADA, SPAIN; HUY VAN NGUYEN, HUE UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY, VIETNAM; THAO THANH LE, THI ANH NGUYEN, YEN HOANG PHUONG, THU THI ANH HUYNH, AND TRA HUONG NGUYEN, CAN THO UNIVERSITY AND THUY TRUT PHAM, NAM CAN THO UNIVERSITY, VIETNAM; PHAN NHU HIEN LUONG, ANNE BURNS, AND NEVILLE JOHN ELLIS, UNIVERSITY OF NEW SOUTH WALES, AUSTRALIA; MASATO NIMORI AND TATSUHIRO YOSHIDA, HYOGO UNIVERSITY OF TEACHER EDUCATION, JAPAN; NINA LAZAREVI¿, UNIVERSITY OF STAVANGER, NORWAY; LADA SMIRNOVA, UNIVERSITY OF LEEDS, UK; SYAFI'UL ANAM, SUVI AKHIRIYAH, AND HENNY DWI ISWATI, UNIVERSITAS NEGERI SURABAYA, INDONESIA; ÉDER INTRIAGO-PALACíOS, KANSAS STATE UNIVERSITY, USA, GEMA MEJíALANDA, KANSAS STATE UNIVERSITY, USA, EDIMAR QUIJIJE-PEÑA, FREELANCE EFL TEACHER, COLOMBIA, AND MARíA MORALES-JARAMILLO, UNIVERSITY OF GUAYAQUIL, ECUADOR.
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Developing Learner Autonomy through Tasks - Theory, Research, Practice
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