Autonomy at All Costs: An Ethnography of Metacognitive Self-Assessment and Self-Management among Experienced Language Learners.

By W. Rivers. 2001

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Student responses to criteria‐referenced self‐assessment (2007, background): “Many of the claims are related to learner autonomy (Stallings & Tascione, 1996; Hart, 1999; Paris & Paris, 2001), including increases in metacognitive engagement (Rivers, 2001).”
'It Was Nice to See That Our Predictions Were Right': Developing Metacognition in L2 Listening Comprehension (2002, background): “Research has pointed to the powerful role of metacognitive knowledge in learning and the potential for greater use of metacognitive strategies to enhance learning (Bransford, Brown & Cocking, 1999; Hacker, Dunlosky & Graesser, 1998; Paris & Winograd, 1990), to foster learner autonomy (Dickinson, 198”
Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience (2013, methodology): “The ASPAL model provides a means for using self-assessment to enhance metacognition (Ozogul and Sullivan 2007; Rivers 2001) and peer-assessment as a valuable tool for pre-service teachers to learn how to assess and judge their own work against that of other students (Topping 1998).”
Learner Autonomy in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective (2010, background): “Psychological perspective (Benson, 2006) often considers learner autonomy as a capacity, consisting of two cyclically interrelated elements, namely “behavioral” and “(meta) cognitive” (Horváth, 2005; Rivers, 2001).”