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Supporting greater autonomy in language learning

Supporting greater autonomy in language learning Learning to be self-directed involves taking responsibility for the objectives of learning, self-monitoring, self-assessing, and taking an active role in learning. This article describes the implementation of a self-directed learning programme for tertiary students in Hong Kong, and evaluates its outcomes using data from the students and the teacher. It raises issues concerning the provision of support for such learning, and discusses the implications for future work in this field. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ELT Journal Oxford University Press

Supporting greater autonomy in language learning

ELT Journal , Volume 52 (4) – Oct 1, 1998

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Publisher
Oxford University Press
Copyright
© Published by Oxford University Press.
ISSN
0951-0893
eISSN
1477-4526
Publisher site
See Article on Publisher Site

Abstract

Learning to be self-directed involves taking responsibility for the objectives of learning, self-monitoring, self-assessing, and taking an active role in learning. This article describes the implementation of a self-directed learning programme for tertiary students in Hong Kong, and evaluates its outcomes using data from the students and the teacher. It raises issues concerning the provision of support for such learning, and discusses the implications for future work in this field.

Journal

ELT JournalOxford University Press

Published: Oct 1, 1998

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