Toward a More Systematic Model of L2 Learner Autonomy

By R. Oxford. 2003

302 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/bf4574dd5f4b731751e230a7f0453655493531f7

How researchers see this paper

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

In Language and Linguistics

1. E. Ushioda
2. Lina Lee
3. Yea-Ru Tsai
4. Sarah Mercer
5. Zhengdong Gan
6. A. Asgari
7. F. Tilfarlioğlu
8. F. Ciftci

In Literature and Literary Theory

1. E. Ushioda
2. Lina Lee
3. Yea-Ru Tsai
4. Zhengdong Gan
5. Sarah Mercer
6. A. Asgari
7. F. Tilfarlioğlu
8. F. Ciftci

Citations in the corpus

• Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, background): “Other researchers highlight the importance of self-management (Rubin, 2001), self-motivation (Dickinson, 1995; Lamb, 2004; Ushioda 2006), self-confidence (Wenden, 2002) and learning strategies (Oxford, 2003) for learning autonomy.”
• Supporting Self-efficacy and Learner Autonomy in Relation to Academic Success in EFL Classrooms (A Case Study) (2011, background): “Although there have been a lot of different definitions about learner autonomy, it does not necessarily mean that the concept of learner autonomy has been fully understood (Oxford, 2003).”
• Understanding learner agency as a complex dynamic system (2011, background): “…is a complex phenomenon that is closely interrelated with other learner and contextual factors and plays a central integral role in facilitating autonomous, self-regulatory and goal-orientated strategic learning behaviours (Bown, 2009; Gao, 2010; Huang, 2011; Oxford, 2003; Toohey and Norton, 2003).”
• The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile (2013, unknown): “Autonomous learners are capable of taking responsibility for the content and management of their learning (e.g. course materials) and the social-contextual environment in which learning takes place (Benson, 2001; Oxford, 2003).”
• Learner Autonomy in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective (2010, background): “It is a resource rich environment that allows one to select what, when and how to learn to achieve their targets (Oxford, 2003; Pennycook, 1997).”
• Language Motivation in a Reconfigured Europe: Access, Identity, Autonomy (2006, background): “…Norton’s work on motivation (see especially Norton & Toohey, 2001; Toohey & Norton, 2003), as I have argued elsewhere (Ushioda, in press), its potential richness as a conceptual framework for analysing L2 motivation remains rather underdeveloped (see also Oxford, 2003 for a related discussion).”
• Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “M.-K. Lee, 2016; Oxford, 2003; Benson, 2013), this discussion of agency is limited to the actual actions learners take in the classroom.”
• Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives (2019, background): “…interpretations, assessment and research approaches in both theory and practice, at least four perspectives on LA have been derived: psychological, technical, socio-cultural and political–critical learner autonomy (Benson, 1997, 2007; Dang, 2010, 2012; Healy, 2007; Oxford, 2003; Sinclair, 2009).”
• The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia. (2011, methodology): “As Oxford (2003) mentioned “Vocabulary is not explicitly taught in most language classes” (p. 9).”
• ‘Asian learners’ re-examined: an empirical study of language learning attitudes, strategies and motivation among mainland Chinese and Hong Kong students (2009, background): “According to Oxford (2003), autonomy refers to the condition of being capable of regulating one’s own thoughts, learning, and actions.”