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The shift in emphasis away from the processes involved in teaching
languages towards the processes involved in learning languages in formal
educational contexts has brought about one of the most remarkable changes
to the language classroom since the communicative approach. The
elaboration of the role `learner? in this paradigm frequently involves discussion
of autonomy in language learning, although perhaps not in so many words. A
range of terms are employed in the discourse as practitioners and researchers
attempt to depict and unpick the involvement and responsibility of the learner
in learning, including, inter alia, agency (van Lier, 2010; Swain, 2007), selfdetermination
(Deci & Ryan, 2000; see also Sisamakis, 2006 and Carson,
2007 with reference to foreign language learning), self-regulation (Pintrich &
de Groot, 1990), learner-centredness (Tudor, 1996), learner engagement (van
Lier, 1996; Ohta, 2001; Corno & Mandinach, 1983) and learner empowerment
(Frymier et al.,...
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