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Learner Autonomy and Digital Practices

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Autonomy in Language Learning and Teaching

Abstract

This chapter calls for new interest in exploring learner autonomy and digital practices. With the wider availability and acceptability of digital media in our daily lives, we are also seeing new affordances for informal language learning. How do learners appropriate digital tools and spaces for language learning? What does learner autonomy contribute to language learning in the digital era? What are the impacts on researching learner autonomy in digital environments? In this chapter, I use a theoretical model of language learning beyond the classroom to evaluate affordances and constraints of learning. Based on auto/ethnographic data, this chapter suggests future research agendas in digital practices and autonomous language learning beyond the classroom.

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Acknowledgement

I would like to thank all Auto-L discussants for their generous support and insightful discussion, which inspired further and deeper thinking on what it meant to learn a language autonomously in our digital time.

Author information

Authors and Affiliations

  1. Educational Studies, Macquarie University, North Ryde, NSW, Australia

    Alice Chik

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  1. Alice Chik
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Editors and Affiliations

  1. Educational Studies, Macquarie University, North Ryde, NSW, Australia

    Alice Chik

  2. Graduate School of Letters, Osaka University, Kobe, Japan

    Naoko Aoki

  3. Centre for Applied Linguistics, University of Warwick, Coventry, United Kingdom

    Richard Smith

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Chik, A. (2018). Learner Autonomy and Digital Practices. In: Chik, A., Aoki, N., Smith, R. (eds) Autonomy in Language Learning and Teaching. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-52998-5_5

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  • DOI: https://doi.org/10.1057/978-1-137-52998-5_5

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  • Publisher Name: Palgrave Pivot, London

  • Print ISBN: 978-1-137-52997-8

  • Online ISBN: 978-1-137-52998-5

  • eBook Packages: EducationEducation (R0)

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