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 contribution | Autonomy in the learning of additional languages |
|---|---|
| Original language | Spanish |
| Title of host publication | La enseñanza del español mediada por tecnología |
| Publisher | Routledge |
| Publication status | Accepted for publication - 2021 |
Keywords
- autonomous learning
- language learning
- cognition
- metacognition
- affective engagement
- social interactions