Learner Autonomy and Web 2. 0

Learner Autonomy and Web 2.0 explores tensions between 'classical' definitions of learner autonomy and the learning dynamics observed in online contexts. Autonomy is viewed as emerging and developing in a complex relationship with L2 proficiency and other competencies. A wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and - almost inevitably - MOOCs. Paradoxically, autonomy appears to flourish in some tightly restrictive contexts, while users of avowedly open platforms are seen to experience difficulty in learning to self-regulate. David Little and Steve Thorne set the stage with a discussion exploring the evolution of language learner autonomy, from its origins in the era of self-access resource centers to its more recent instantiations in online (and offline) learning communities. Other contributors explore how autonomy can be exercised within adaptive learning systems, how adult learners in a teletandem exchange envisage metacognitive competences, how mobile apps support the emergence of autonomy among primary level language learners, and how collaborative language learners, using social media, demonstrate learner autonomy with an empathetic dimension. Finally, two chapters chart the challenges faced by autonomous learners in unsupported environments, whether on MOOC platforms, or using informal means. Book jacket.