Learner Autonomy and Web 2.0: (Advances in CALL Research and Practice)

Table of Contents:
1. IntroductionTim Lewis, Marco Cappellini and Annick Rivens Mompean2. InterviewDavid Little, Centre for Language and Communication Studies, Dublin, and Steve L. Thorne, Portland State University3. Development of Language Learner Autonomy in Adaptive Learning SystemsRuslan Suvorov, University of Hawai'I at Manoa, and Adolfo Carrillo Cabello, University of Minnesota-Twin Cities 4. A Typology of Metacognition: Examining Autonomy in a Collective Blog Compiled in a Teletandem EnvironmentDaniela Nogueira de Moraes Garcia, Universidade Estadual Paulista Julio de Mesquita Filho, Kathleen O'Connor, Lille University, and Marco Cappellini5. Rethinking the Concept of Learner Autonomy within the MALL EnvironmentMartine Pellerin, University of Alberta6. 'Old Concepts in New Spaces' - A Model for Developing Learner Autonomy in Social Networking SpacesWard Peeters, University of Antwerp, and Christian Ludwig, University of Education Karlsruhe7. Informal Social Networking for Language Learning: Insights into Autonomy StancesKaterina Zourou, Web2Learn, Greece, Anthippi Potolia, University of Paris 8, and Filio Zourou, Swiss Distance Learning University8. Learner Autonomy in Beginning Lnguage MOOCs (LMOOCs) - The Student Teachers' PerspectiveCarolin Fuchs, City University of Hong Kong9. Autonomy and the Online Informal Learning of English (OILE): The Relationships between Learner Autonomy, L2 Proficiency, L2 Autonomy and Digital LiteracyDenyze Toffoli, Universite de Strasbourg, and Laurent Perrot, Universite de Strasbourg

About the Author :
Marco Cappellini is an associate professor in the Department of French as a Foreign Language at Aix-Marseille University and a member of the joint research unit Laboratoire Parole & Langage. He obtained a PhD in Language Sciences (Foreign Language Didactics) in 2014 at Lille 3 University (joint research unit STL). His research interests include tandem learning, interactionist approaches to FL learning, FL teaching and learning through CMC and teacher education and the integration of ICT in FL education. Since 2007, he has been a FL teacher and teachers' trainer in secondary school (France) and in higher education (France and China). Tim Lewis has taught languages and cultures since 1980 in London, Sheffield, and elsewhere. As founding Director of the Modern Languages Teaching Centre of the University of Sheffield (1993-2001), Tim integrated Tandem language learning into the curriculum and was the UK partner in the International Email Tandem Network and successor projects, led by Ruhr Universitat Bochum (1994-2000). Tim is currently Director of Postgraduate Studies in the Centre for Research in Education and Educational Technology at the Open University. Tim's key publications include Autonomous Language Learning in Tandem (2003), Language Learning Strategies in Independent Settings (2008) and Online Intercultural Exchange: Policy, Pedagogy, Practice (2016). Tim is currently engaged in the EU-funded Evaluate project, which seeks to research the effectiveness of telecollaboration in teacher education. Annick Rivens Mompean is Professor of English Didactics at Lille 3 University (France) where she is currently Vice-President in charge of Language Policy, and a member of the joint research unit Savoirs Textes Langage (STL-UMR 8163 CNRS). Her research interests include Computer Assisted Language Learning (CALL) and Computer Mediated Communication (CMC). She is also interested in the development of autonomy related to language learning, especially in the learning context of language resource centers. To deal with these topics, she refers to complexity theory and systemic approach, which enables her to modelize the learning environment in a dynamic perspective. She is the president of RANACLES, the French Association of Language Centres in Higher Education, affiliated to the European Confederation of Language Centres in Higher Education (CERCLES). She has also been the director of Lille 3 Language Centre for more than 12 years.

Review :
Due to its wide scope and depth, this book offers a clear understanding of the expanding roles of learners and instructors when engaging in learning-centred activities in and related to online language learning spaces. I therefore recommend it to all language instructors interested in studying, reflecting on and discussing our changing professional landscape at this exciting time. IATEFL Voices