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Learner autonomy in the LOTE classroom: a case study of learner beliefs

By Jane Kehrwald

Abstract

This paper reports on an investigation into two language learners' beliefs about roles and responsibilities for managing the learning process in a program which has as one of its stated goals the development of life-long, autonomous learners. The beliefs expressed by the learners indicate they simultaneously exhibit characteristics consistent with and in contradiction to the profile of self-directed, autonomous learners

Topics: 330000 Education
Publisher: Central Queensland University Press
Year: 2006
OAI identifier: oai:eprints.usq.edu.au:1187

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