Autonomy in the learning of additional languages

Brenda Cecilia Padilla Rodriguez*, Cesar Alejandro Armellini, Martha Elva Gonzalez Moreno

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

Learning autonomy is the ability to take charge of the processes involved in knowledge acquisition and skill development. This chapter reviews this concept and proposes a taxonomy for its study. It starts with a historical perspective on its origins and evolution, as the use of new learning technologies increased. It then delves into the contributions of current literature, identifying four key dimensions in the conceptualisation of learning autonomy: metacognitive, cognitive, affective and social. The emerging classification emphasises the importance of the context. We refer to it as PRAGMAT (Padilla Rodríguez, Armellini, González Moreno Autonomy Taxonomy). Recommendations for practice and future research directions are discussed.
Translated title of the contributionAutonomy in the learning of additional languages
Original languageSpanish
Title of host publicationLa enseñanza del español mediada por tecnología
PublisherRoutledge
Publication statusAccepted for publication - 2021

Keywords

  • autonomous learning
  • language learning
  • cognition
  • metacognition
  • affective engagement
  • social interactions

Fingerprint

Dive into the research topics of 'Autonomy in the learning of additional languages'. Together they form a unique fingerprint.

Cite this