September, 2018


Volume 9, Number 3, September 2018

Special Issue Featuring Papers From the AILA Congress: Research Network on Learner Autonomy Symposium, Rio de Janeiro, July, 2017. Edited by Jo Mynard, Diego Mideros, and Christine O’Leary



  • Introduction by Jo Mynard, Diego Mideros, and Christine O’Leary (242-246) [Full text] [PDF]
  • Understanding Curriculum: An Actor Network Theory Approach by Michael Carroll (247-261) [Full text] [PDF]
  • Learners as Researchers of their Own Language Learning: Examples from an Autonomy Classroom by Leni Dam (262-279) [Full text] [PDF]
  • Social Autonomy and Decision Making in L2 Group Work by Diana Feick (280-305) [Full text] [PDF]
  • Using Vocabulary Apps to Enhance Students’ Vocabulary Knowledge by Christian Ludwig (306-323) [Full text] [PDF]
  • Phenomenological Analysis into Students’ Self-Perceived Autonomy and Out-Of-Class Learning by Diego Mideros (324-341) [Full text] [PDF]
  • Postmodernism as a Theoretical Framework for Learner Autonomy Research by Christine O’Leary (342-370) [Full text] [PDF]
  • The Development of FL Oral Production and Autonomy Through Peer Collaboration and the Use of ICT by Terezinha Maria Sprenger and Rosinda de Castro Guerra Ramos (371-386) [Full text] [PDF]
  • Autonomy and Reflection on Practice in a Self-Access Language Centre by Maria Giovanna Tassinari (387-412) [Full text] [PDF]


Cover photo: Escadaria Selarón in Rio de Janeiro, Brazil. Taken during the AILA World Congress by Kerstin Dofs

Copyright © 2018 Studies in Self-Access Learning Journal, ISSN 2185-3762. Copyright held by individual authors.