Publications Theses
Database
ThesesBibliographies
Theses
Database
At the business meeting in Singapore,
the idea was put forward to publish student research (theses, dissertations),
either on a CD-ROM or on the AILA SC website. Hayo Reinders will
start collecting these in the next few months. If you have research
that you would like to submit,¡@please email a summary of 150-250 words
along with your contact details to hayo@hayo.nl.
Please also indicate what type of research document you will be submitting
(e.g. MA thesis, research report, etc). Theses
Naoko Aoki (Trinity College Dublin, Ireland, 2003) Adri Elsen (University of Nijmegen, Netherlands, forthcoming) Bruce Morrison (Hong Kong Polytechnic University,
2003) Nigel Pearson (Victoria University of Wellington,
New Zealand, 2003) Naoko Aoki (PhD thesis): 'Learner autonomy,
teacher autonomy and the process of becoming a pro-autonomy teacher:
Theoretical perspectives and life stories of six teachers of Japanese
as a second language.' Contact Naoko for more details:
naoko0323@mac.com Adri
Elsen (PhD thesis): 'Testing for Autonomy: three exploratory case studies of the language testing practice of academically-trained
teachers of English in the fourth forms of upper secondary education
in The Netherlands in 1999-2000' For details of this forthcoming thesis, please see under
Projects or contact Adri at: a.elsen@ils.kun.nl The
study aims to bring together theory, methodology and practice from the
fields of programme evaluation, educational evaluation, English language
learning and teaching, learner independence and self-access learning.
These, together with research findings from the data collected in the
study, have been used to develop a framework for the evaluation of self-access
language learning centers. Such a framework is needed for the following reason.
Evaluation is recognised as a central element in the development of
any educational entity and there is at present no research-based construct
designed for the evaluation of self-access language learning centers.
This framework has been developed for the evaluation of Hong Kong self-access
centers but it is intended that its construct should be sufficiently
generative to be applied to other self-access language learning contexts,
and sufficiently dynamic to develop in the light of on-going changes
within the field.
Research objectives & research questions The
study has five main objectives. These are to: i)
identify
the defining pedagogical and systemic characteristics of a Hong Kong
self-access language learning center; ii) identify
potential rationale, content and methodology for the evaluation of a
Hong Kong self-access language learning center; iii) examine
existing evaluation constructs for elements that could contribute to
the development of self-access language learning center evaluation; iv) propose
a framework for the evaluation of a Hong Kong self-access language learning
center; v) suggest
areas for further research to improve the effectiveness and efficiency
of the evaluation of self-access language learning centers. Research approach & methodology The
main emphasis is on qualitative research methodology based on naturalistic
enquiry. Grounded Theory is the underpinning methodology. Grounded
Theory is defined as "an initial, systematic discovery of the theory
from the data" (Glaser & Strauss, 1967: 3) which "merges
from the bottom up¡Kfrom many disparate pieces of collected evidence
that are inter-connected" (Bogdan & Biklen, 1992:3). Data collection The
sixteen study participants were selected as fulfilling the roles of
various types of Hong Kong self-access language learning center stakeholders.
Data were collected by means of semi-structured interviews and post-interview
e-mail questionnaires. Results As a result of the study findings, and derived from the data obtained from
the data collection process introduced above, I have developed two theoretical
constructs: a self-access language learning center "mapping"
and an evaluation framework. In the light of the lack of a theoretically-informed description of what
actually constitutes a self-access language learning center, I identify
the need for a descriptive construct that I refer to using the metaphor
"mapping". It is intended that a mapping of a particular center
then provides the focus upon which an evaluation can be based. The second construct is a multi-level evaluation framework which has three
foci: decisions to be made, actions to be taken and issues specific
to the evaluation context. Central to the evaluation framework is the
four-stage evaluation process which consists of: mapping the target
center, planning the evaluation itself, conducting the evaluation and
then conducting a meta-evaluation. Bogdan, R.C. & Biklen, S.K. (1992) Qualitative Research for Education.
MA, USA: Allyn & Bacon. Glaser, B.G. & Strauss, A.L. (1967)
The Discovery of Grounded Theory: Strategies for Qualitative Research.
New York: Aldine Publishing. Contact Bruce for more
details: ecbruce@polyu.edu.hk Lorena Paretti (MA thesis): 'The
Role of Teachers in an Autonomous Classroom of the Italian State System:
A Case Study' This
research investigates the changes to the teachers' role, brought about
by the implementation of the Italian Law on autonomy. Through a case
study approach, it examines the beliefs held by different teachers as
regards the meaning of autonomy in language learning and how these beliefs
influence their understanding of learners' autonomy and their behaviours
in the classroom. The research also identifies two possible solutions
to the possible problems caused by the ongoing change in the role of
teachers, connected with the increase of autonomy of learners. Only
qualitative methods were used to elicit data that give insight to the
issue under review. Personal recommendations are added in the final
part. Contact Lorena for more details: loriparr@virgilio.it Nigel Pearson
(MA thesis): 'Out-of-class language learning'
Recent research at Victoria University of Wellington
has investigated the out-of-class language learning engaged in by adult
mainland Chinese students studying English there. The research utilized a combination of interviews conducted
over a twelve-week period with eight subjects, and an end of course
survey that drew on the self-report data of 106 subjects. The findings showed that while the learners engaged in a wide
variety of learning activities, and used a range of materials, there
were notable differences in the extent to which learners acted autonomously
in taking advantage of self-access and other out-of-class learning opportunities.
The research, conducted by Nigel Pearson identifies a range of
variables that influence out-of-class language learning, one of which
is the learner's choice of accommodation while undertaking study.
The research concludes that the quality and quantity of language
learning that occurred during the study period depended on the idiosyncratic
choices and decisions the learners made.
Based on these findings, his thesis concludes with a series of
recommendations intended to promote and facilitate out-of-class language
learning, and suggests further research on the specific variables that
impact on language learning occurring outside of the classroom. Contact Nigel for more details: nkp@paradise.net.nz [Nigel writes: "I now work for Wollongong College, Auckland Campus (an offshoot of the Sydney
University!) primarily in CALL and self-access."] Aagård, R. & St.John, O. (2003) 'Learner
autonomy in speaking skills development.' In van Esch, K. & St.John,
O. (eds). Aagård,
R., Deeg, H. & Jover, G. (2003) 'Learner Autonomy in developing
writing skills.' In van Esch, K. & St.John, O. (eds). de los Angeles Clemente, M. (forthcoming) 'Learning cultures
and counselling: teacher/learner interaction within a self-directed
scheme.' In Palfreyman, D. & Smith, R.C. (eds). Adams, J. (2003) 'Diversity and the
place of foreign language learning on the school curriculum.' In Jiménez Raya & Lamb (eds). Aoki, N. (2002) 'Aspects of teacher autonomy: capacity, freedom,
and responsibility.' In Benson, P. & Toogood, S. (eds.), pp. 111-124. Aoki, N. (2002) 'Teachers' conversation with partial autobiographies.'
Hong Kong Journal of Applied Linguistics 7(2): 152-168. Aoki, N. (forthcoming)'Asserting our culture: teacher autonomy
from a feminist perspective.' In Palfreyman, D. & Smith, R.C. (eds). Barfield, A. (2002) 'Restrictions into resources: Learner autonomy
and the literature review.' In A.S. Mackenzie & E. McCafferty (eds),
pp. 137-145. Barfield, A., Ashwell, T., Carroll, M., Collins, K., Cowie,
N., Critchley, M., Head, E., Nix, M., Obermeier, A. & Robertson,
M.C. (2002) 'Exploring and defining teacher
autonomy: a collaborative discussion.' In A.S. Mackenzie & E. McCafferty
(eds), pp. 217-222. Available online: http://www.encounters.jp/mike/professional/publications/tchauto.html Barton, A. & Downes, P. (2003)
'Differentiation and gender: boys and language learning.' In Jiménez
Raya & Lamb (eds). Benson, P. & Nunan, D. (eds.) (2002) The Experience
of Language Learning. Special issue of the Hong Kong Journal
of Applied Linguistics 7(2). The English Center, University of Hong
Kong. Benson, P. & Toogood, S. (eds.) (2002) Learner Autonomy
7: Challenges to Research and Practice. Dublin: Authentik.
Further details and ordering information: http://www.authentik.com/develop3.htm Benson, P. (2002) 'Autonomy and communication.' In Benson,
P. & Toogood, S. (eds.), pp. 10-28. Benson, P. (2002) 'Rethinking the relationship of self-access
and autonomy.' Self-Access Language Learning (Newsletter of the
Hong Kong Association for Self-Access Learning and Development) 5: 4-10.
Available online: http://lc.ust.hk/HASALD/newsletter/newsletterSept02.pdf Benson, P. (2003) 'Learner autonomy in the classroom.' In D.
Nunan (ed.) Practical English Language Teaching, pp. 289-308.
New York: McGraw Hill. Benson, P., Chik, A. & Lim, H. (forthcoming) 'Becoming
autonomous in an Asian context: autonomy as a sociocultural process.'
In Palfreyman, D. & Smith, R.C. (eds). Block, D. (2002) 'Destabilized identities and cosmopolitanism
across language and cultural borders: two case studies.' Hong Kong
Journal of Applied Linguistics 7(2): 1-19. Brown, T.P. (2002) 'Auto-communal language learning of Mandarin
Chinese and Samoan: a chronicle and comparison.' Hong Kong Journal
of Applied Linguistics 7(2): 122-135. Bueno González, A. (2003) 'Considering diversity
in the teaching of speaking.' In Jiménez Raya & Lamb (eds). Canagarajah, A.S. (2002) 'Globalization, methods, and practice
in periphery classrooms.' In D. Block & D. Cameron (eds) Globalization
and Language Teaching. London: Routledge. Carter, B-A. (2002) 'Helping learners come of age: learner
autonomy in a Caribbean context.' Hong Kong Journal of Applied Linguistics
7(2): 20-38. Chen, J. (2002) 'Commander and serviceman - the story of Kim.'
Hong Kong Journal of Applied Linguistics 7(2): 73-90. Convery, A.
(2003) 'Managing differentiation in the modern languages classroom.'
In Jiménez Raya &
Lamb (eds). Cotterall, S.
(2002) 'Promoting learner autonomy through an academic writing course.'
In Proceedings of the 5th Biennial Tertiary Writing Network Colloquium,
Auckland University of Technology, 5-6 December 2002, pp. 76-83. Cotterall, S.
& Reinders, H. (forthcoming)
Learner Strategies. A Guide for Teachers. Singapore: RELC. Elsen,
A. (2003) 'Profiling for Progress': Learner autonomy in writing skills
development.' In van Esch, K. & St.John, O. (eds). van Esch, K. & St.John, O. (eds)
(2003) A Framework for Freedom: Learner Autonomy in Foreign Language
Teacher Education. Frankfurt am Main: Peter Lang. Fonseka, E.A.G. (forthcoming) 'Autonomy in a resource-poor
setting: enhancing the carnivalesque.' In Palfreyman, D. & Smith,
R.C. (eds). Freidrich, M. & van Esch, K. (2003) 'Learner
autonomy in initial foreign language teacher training: writing skills.'
In van Esch, K. & St.John, O. (eds). Gao, X. (forthcoming) 'Changes in Chinese students' strategy
use after arrival in the UK: a qualitative enquiry.' In Palfreyman,
D. & Smith, R.C. (eds). Gardner, D. (2002) 'Evaluating self-access language learning.'
In Benson, P. & Toogood, S. (eds.), pp. 61-70. Hampel, R. (2003)
'Theoretical perspectives and new practices in audio-graphic conferencing
for language learning.' ReCALL
15(1): 21-35. He, A.E. (2002) 'Learning English in different linguistic and
socio-cultural contexts.' Hong Kong Journal of Applied Linguistics
7(2): 107-121. Holliday, A. (forthcoming) 'Social
Autonomy: addressing the dangers of culturism in TESOL.' In
Palfreyman, D. & Smith, R.C. (eds). Holmberg, B., Shelley, M.A. &
White, C. (eds) (forthcoming) Languages and Distance Education: evolution
and change. Clevedon: Multilingual Matters. Hood, P. (2003) 'Differentiation
in the Reading Classroom.' In Jiménez Raya & Lamb (eds). Hurd, S. (forthcoming) 'Autonomy and the distance language learner.' In Holmberg et al. (eds). Jiménez Raya, M.
(2003) 'Learning to learn for diverse learners.'
In Jiménez Raya &
Lamb (eds). Jiménez Raya, M.
& Lamb, T. (eds) (2003) Differentiation in the Modern Languages
Classroom. Summary: http://lc.ust.hk/~ailasc/newsletters/publicationJimmnez.htm.
Frankfurt am Main: Peter Lang. ISBN 3-631-50734-8 Jiménez Raya, M. & Lamb, T. (2003) 'Dealing with diversity in the modern languages class.' In Jiménez Raya & Lamb (eds). Kohyama, M., Stephenson, J. & Jorgensen, R. (2002) 'Insights
from the classroom: experiencing autonomy in a graduate school course.'
In Mackenzie, A.S. & McCafferty, E. (eds.),
pp. 237-242. La Ganza, W. (2002) 'Rethinking a topic: challenges in researching
learner autonomy and creativity in language teaching for business students.'
In Benson, P. & Toogood, S. (eds.), pp. 41-60. Lam, A. (2002) 'Language policy and learning experiences in
China: six case histories.' Hong Kong Journal of Applied Linguistics
7(2): 57-72. Lamb, T. (2003) 'Individualising
learning: organising a flexible learning environment.' In Jiménez
Raya & Lamb (eds). Lamb, T.E. (forthcoming) 'Escaping
from the treadmill: practitioner research and professional autonomy.'
Language Learning Journal Lamy, M-N. & Hassan, X. (2003)
'What influences reflective interaction in distance peer learning? Evidence
from four long-term online learners of French.' Open Learning
18 (i). The Open University. Lewis, M. &
Reinders, H. (2003) 'Study Skills for Speakers of English as a Second
Language.' Basingstoke: Palgrave Macmillan. Lewis, T. & Walker, L. (eds) (2003) Autonomous Language Learning in Tandem. Sheffield: Academic &
Electronic Press. Lim, H-Y. (2002) 'The interaction of motivation, perception,
and environment: One EFL learner's experience.' Hong Kong Journal
of Applied Linguistics 7(2): 91-106. Little, D. (2002) 'Learner autonomy and autonomous language
learning: some theoretical perspectives and their practical implications.'
In P. Evangelisti & C. Argondizzo (eds) L'Apprendimento Autonomo
delle Lingue Straniere. Catanzaro: Rubbettino. Little, D. (2002) 'The European Language Portfolio: structure,
origins, implementation and challenges.' Language Teaching 35(3):182-189. Little, D., Ridley, J. & Ushioda, E. (2002) Towards
Greater Learner Autonomy in the Foreign Language Classroom. Dublin:
Authentik. Further details and ordering information: http://www.authentik.com/develop3.htm Littlewood, W. (2002) 'Cooperative and collaborative learning
tasks as pathways towards autonomous interdependence.' In Benson, P.
& Toogood, S. (eds.), pp. 29-40. Mackenzie, A.S.
& McCafferty, E. (eds.) (2002) Developing Autonomy: Proceedings
of the JALT CUE conference 2001 held at the Miho Kenshukan of Tokai
University, Shizuoka, Japan. Tokyo: JALT (CUE SIG). Mackenzie, A.
(2002) 'Changing contexts: connecting teacher autonomy and institutional
development.' In Mackenzie, A.S. & McCafferty, E. (eds.), pp. 223-232.
Moore, N. &
Reinders, H. (forthcoming) 'Teaching for Self-study.' Modern English
Teacher Morrison, B. (2002) 'The troubling process of mapping and evaluating
a self-access language learning center.' In Benson, P. & Toogood,
S. (eds.), pp. 71-85. Murphy, L. (forthcoming) 'Critical
reflection and distance language learning: enhancing learner autonomy.'
In Holmberg et al. (eds). Nix, M. (forthcoming) 'Researching Learner Autonomy.' With
Abe, E., Benson, P., Bradley, C., Carroll, M. & Head, E. In JALT
2002: Waves of the future. Proceedings of the 28th JALT International
Conference on Language Teaching/Learning. Tokyo: JALT. Nix, M. (2002) 'Towards an appropriate model of culture for
developing learner autonomy.' In A.S. Mackenzie & E. McCafferty
(eds), pp. 43-48. Oxford, R. (forthcoming) 'Toward a more systematic model of
L2 learner autonomy.' In Palfreyman, D. & Smith, R.C. (eds). Palfreyman, D. (2003) 'Expanding the discourse on learner development:
A reply to Anita Wenden.' Applied
Linguistics 24(2): 243-8. Palfreyman, D. & Smith, R.C. (eds.) (forthcoming) Learner
Autonomy across Cultures: language education perspectives. Summary
/ further information: http://lc.ust.hk/~ailasc/newsletters/LearnerAutonomy.htm.
Basingstoke, Hants: Palgrave Macmillan. Further details and ordering
information: http://www.palgrave.com/catalogue/catalogue.asp?Title_Id=1403903549 Palfreyman, D. (forthcoming) 'Introduction: Culture and Learner
Autonomy.' In Palfreyman, D. & Smith, R.C. (eds). Palfreyman, D. (forthcoming) 'The representation of learner autonomy in organizational culture.' In Palfreyman, D. & Smith, R.C. (eds). Porte, G. (2003) 'Addressing diversity
by diversion: individual revision in writing as a collaborative venture.'
In Jiménez Raya & Lamb (eds). Pritchard Newcombe, L. (2002) "A tough hill to climb alone"
- Welsh learners speak.' Hong Kong Journal of Applied Linguistics
7(2): 39-56. Reinders, H.,
Anderson, H. & Jones-Parry, J. (forthcoming) 'Self-access language
learning in tertiary studies in Australia and New Zealand: a preliminary
report.' New Zealand Studies in Applied Linguistics. Reinders, H.,
Lewis, M. & Tsang, R. (forthcoming) 'Group discussions: the teacher's
role?' Asian Journal of English Language Teaching Ribé, R. (2003) 'Individual differences in the FL classroom: a pedagogical perspective.' In Jiménez Raya & Lamb (eds). Riley, P. (forthcoming) 'Self-access
as access to 'Self': cultural variation in the notions of self and personhood.'
In Palfreyman, D. & Smith, R.C. (eds). Ros i Sole, C. & Truman, M. (forthcoming) 'Feedback in
distance language learning: current practices and new directions.' In
Holmberg et al. (eds). Sakui, K. (2002) 'Swiss cheese syndrome: knowing myself as
a learner and teacher.' Hong Kong Journal of Applied Linguistics
7(2): 136-151. Salaberri, M.S. & Appel, G. (2003)
'Assessment and diversity: development of personal identities through
portfolios.' In Jiménez Raya & Lamb (eds). Schwienhorst, K. (forthcoming) 'Neither here nor there? Learner
autonomy and intercultural factors in CALL environments.' In Palfreyman,
D. & Smith, R.C. (eds). Smethen,
L. (2003) 'Listening.' In Jiménez
Raya & Lamb (eds). Smith, R.C. (forthcoming) 'Teacher education for teacher(-learner)
autonomy.' In H. Trappes-Lomax (ed.) Proceedings of the 9th
IALS Symposium for Language Teacher Educators, IALS, University
of Edinburgh, November 2001 (CD-ROM). Available online: http://www.warwick.ac.uk/~elsdr/Teacher_autonomy.pdf Smith, R.C. (forthcoming) 'Pedagogy
for autonomy as (becoming-) appropriate methodology.' In Palfreyman, D. &
Smith, R.C. (eds). The Language Resource Center Handbook: guidelines
for setting up, running and expanding Language Resource Centers (LRCs) (2003). Athens: Kastaniotis Editions. Available
online: http://www.lrcnet.org/html/en/handbook.html Toogood,
S. & Pemberton, R. (2002) 'Integrating self-directed learning into
the curriculum: a case study.' In Benson, P. & Toogood, S. (eds.),
pp. 86-110. Toohey, K. & Norton, B. (forthcoming) 'Learner autonomy
as agency in sociocultural settings.' In Palfreyman, D. & Smith,
R.C. (eds). Ushioda, E. & Ridley, J. (2002) Working with the European
Language Portfolio in Irish post-primary schools: report on an evaluation
project. CLCS Occasional Paper No. 61. Dublin: Trinity College,
Center for Language and Communication Studies. Further information:
clcsinfo@tcd.ie Usuki, M. (2002) Learner Autonomy: Learning from the student's
voice. CLCS Occasional Paper No. 60. Dublin: Trinity College, Center
for Language and Communication Studies. Further information: clcsinfo@tcd.ie Vieira, F. & Marques, I. (2002) 'Supervising reflective
teacher development practices.' English Language Teacher Education
and Development Volume 6 (Summer 2002): 1-18. Available online:
http://www.cels.bham.ac.uk/ELTED/Vol6Issue1/issue6.htm Vieira, F., Moreira, M.A., Barbosa, I. & Paiva, M. (2002)
Pedagogy for Autonomy and English Learning: Proceedings of the Working
Group - Pedagogy for Autonomy. Braga: University of Minho. Further
information: http://www.iep.uminho.pt/associa/gt-pa/pagentrLE1.html.
Can be ordered from Flávia Vieira: flaviav@iep.uminho.pt Vieira, F. & Moreira, M.A. (eds) (2003) Cadernos
3. Further information: http://www.iep.uminho.pt/gtpa/cadernoseng.htm.
Can be ordered from Flávia Vieira: flaviav@iep.uminho.pt Vieira, F. (forthcoming) 'Addressing constraints on autonomy
in school contexts: lessons from working with teachers.' In Palfreyman,
D. & Smith, R.C. (eds). Wenden, A. (2002) 'Learner development in language learning.'
Applied Linguistics 23(1): 32-55. White, C. (forthcoming) Language Learning in Distance Education.
Summary / further information: http://lc.ust.hk/~ailasc/newsletters/WhiteC.htm.
Cambridge University Press. Yumuk, A. (2002) 'Letting go of
control to the learners: the role of the Internet in promoting a more
autonomous view of learning in an academic translation course.'
Educational Research 44(2): 141-156.
Zhang, L.J. (2001) 'Awareness in reading: EFL students' metacognitive
knowledge of reading strategies in an acquisition-poor environment.'
Language Awareness 10(4): 268-288. Zhang, L.J. (2001) 'Nurturing ESL reader autonomy.' RELC
Guidelines 23(1): 36-40.
Bibliographies
Self-instructed Foreign Language Learning - A bibliography of some 100 books/articles 'in the field of "narrow" or "autodidactic" foreign-language self-instruction, together with brief annotations', compiled by Francis Jones of the University of Newcastle, UK. |
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