Review of Learner autonomy and Web 2.0

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dc.contributor.authorSadler, Randall
dc.date.accessioned2018-01-31T19:18:23Z
dc.date.available2018-01-31T19:18:23Z
dc.date.issued2018-02-01
dc.description.abstractWhile there have been many studies examining the effect of Web 2.0 tools on the language learning process, this book makes a significant contribution in terms of the specific focus on learner autonomy, the variety of platforms researched, and the inclusion of a chapter with an underutilized format in such edited volumes (explained below). Especially considering its relatively modest price in these days when edited educational texts are all too often out of reach for most academics, this book should be a welcome addition to the library of those focused on technology and language learning. The book is divided into nine chapters and is arranged into six general themes, including the following: A framework for thinking about language learning and teaching (Chapter 2); Learner autonomy: From constraints to affordances (Chapter 3); Learner autonomy and metacognition (Chapters 4 and 5); Learner autonomy in social media (Chapters 6 and 7); Learner autonomy: From object-regulation to self-regulation (Chapter 8); Learner autonomy and informal learning: Exchange value and use value (Chapter 9).
dc.identifier.citationSadler, R. (2018). Review of Learner autonomy and Web 2.0. https://dx.doi.org/10125/44579
dc.identifier.issn1094-3501
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10125/44579
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherMichigan State University Center for Language Education and Research
dc.titleReview of Learner autonomy and Web 2.0
dc.typeReview
dc.type.dcmiText
prism.endingpage64
prism.number1
prism.publicationnameLanguage Learning & Technology
prism.startingpage60
prism.volume22

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Volume 22 Number 1, February 2018