Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes

Learner autonomy has received central attention in language learning from multiple perspectives, as both a skill and an attitude of learners, who make decisions on and monitor their learning (e.g. Holec H, Autonomy in foreign language learning. Pergamon, Oxford, 1981 Little D, Learner autonomy. 1: definitions, issues and problems. Authentik, Dublin, 1991). A key notion is interdependence, based on collaboration and heightened awareness (Dam L, Learner autonomy 3: from theory to practice. Authentik, Dublin, 1995). In online environments, Ding (Theoretical and practical issues in the collaborative learner autonomy in a virtual self-access centre. In Holmberg B, Shelley M, White C (eds) Distance education and languages. Multilingual Matters, Clevedon, pp 40–54, 2005) referred to ‘collaborative autonomy’, and Schwienhorst (Learner autonomy and CALL environments. Routledge, London, 2008) identified the principles of awareness, interaction, and experimentation.

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