Teaching and Researching: Autonomy in Language Learning

By Phil Benson. 2001

1,992 citations recorded by the source corpus.

Subfields: Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b22ede06b66101f635337e24ff8986a3a1160805

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Literature and Literary Theory

1. Lawrence Jun Zhang
2. M. Lamb
3. Ken Hyland
4. Z. Dörnyei
5. Sarah Mercer
6. Lina Lee
7. F. Hyland
8. N. Storch

Citations in the corpus

• Identity, motivation and autonomy in language learning (2011, neutral): “Benson, P. (2007) Autonomy in language teaching and learning.”
• Evaluating the Use of Corpus-based Instruction in a Language Teacher Education Context: Perspectives from the Users (2008, background): “Such training and application often aids the promotion of selfand semi-autonomous learning in a freer learning environment (Benson, 2001).”
• Learner Autonomy In Language Learning: Student Teachers’ Beliefs (2010, background): “…become a central concern in the recent history of language teaching (Holec, 1981; Dickinson, 1987; Holec, 1988; Little, 1991; Dam, 1995; Smith, 2000; Benson, 2001; Palfreyman and Smith, 2003; Lamb and Reinders, 2006; Benson, 2007; Little, 2007; Lamb and Reinders, 2007; Barfield and Brown, 2007;…”
• Research Into Chinese Efl Learner Strategies: Methods, Findings and Instructional Issues (2003, background): “…instruction will be hopefully fully appreciated by language teaching practitioners to the degree that language teachers will think about implementing strategy instruction in the classroom so that learner autonomy can be taken as one important agenda in reality (e.g. Benson 2001; Nunan 1988).”
• Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003, background): “…significance in that it addresses an area, student autonomy, that has been a popular topic in L2 research during the past decade (for a review, see Benson, 2001), and the relationship between learner autonomy and L2 motivation has also been recognized by several scholars (e.g., Spratt, Humphreys,…”
• University teachers’ perceptions of Online Informal Learning of English (OILE) (2015, methodology): “…Informal Learning of English to date Online Informal Learning of English (OILE) constitutes a particular sub-group of out-ofclass language learning (OCLL) as defined by Benson (2001) and developed through studies such as those in the collection edited by Pitk€anen et al. (2011).”
• CALL and the development of learner autonomy: Towards an activity-theoretical perspective (2004, background): “However, learners exercise their independence within a specific sociocultural context where interdependence, through socialisation and the nature of their interaction with peers and teachers, will impact on the levels of control they exercise and develop (Little & Dam, 1998; Benson, 2001).”
• Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study) (2011, background): “In order to understand this concept well, educators and linguistics have tried to define the concept in different ways as followed: "It is the ability to take charge of one's own learning (Holec, 1981, p.3)", "It is the capacity to take control of one's own learning (Benson, 2001, p. 47)."”
• Practices and Prospects of Learner Autonomy: Teachers' Perceptions (2013, background): “If students are actively involved in determining the classroom and group norms, they naturally tend to abide by these rules without teachers’ having to exercise their authority (Dörnyei, 2001; Benson, 2001).”
• Beliefs about Language Learning: Current Knowledge, Pedagogical Implications, and New Research Directions. (2005, background): “Language educators have long recognized that learners bring to the language classroom a complex web of attitudes , experiences , expectations , beliefs , and learning strategies ( Benson , 2001 ; Nyikos & Oxford , 1993 ; Oxford , 1992 ) .”
• Promoting teacher autonomy through university–school collaborative action research (2014, background): “Abstract Over the past few decades, the pursuit of teachers-as-researchers has become an ideal for developing teacher autonomy to which many in the world of curriculum development and language teacher education try to promote (Benson, 2001).”
• Teaching and Researching Computer-Assisted Language Learning (2003, background): “Also, Benson (2010) contrasts Action Research to experimental research, suggesting that it: ‘does not necessarily require the “subjects” of the research to be kept in the dark about the researchers’ purposes’ (p.”
• Group Processes and EFL Learners' Motivation: A Study of Group Dynamics in EFL Classrooms (2010, background): “Various researchers of autonomy in language learning (Benson, 2001; Dickinson, 1987, 1995; Gremmo 8c Riley, 1995; Holec, 1981; Little, 1991, 1995; Littlewood, 1996, 1999; Ushioda, 1996) do not dispute the fundamental principle of learner autonomy?learners taking charge of and becoming responsible fo”