This short presentation reports on the preliminary findings of a scoping review on language learner autonomy (LLA). The methodology of this scoping review follows the five-stage framework by Arksey and O’Malley (2005). Focusing on 16 studies published in two international refereed journals between 2000 and 2018: Innovation in Language Learning and Teaching (Taylor & Francis) and System (Elsevier), the findings address two research questions, one theoretical and one practical: (1) What is known about the conceptual framework of LLA? and (2) How can LLA be developed? This presentation ends with a second call to contribute to LASER. Copyright © 2019 Research Institute for Learner Autonomy Education (RILAE).
|Publication status||Published - Jun 2019|
CitationChong, S. W. (2019, June). Language learner autonomy: A scoping review (LASER phase 1). Paper presented at the Research Institute for Learner Autonomy Education (RILAE) LAb: Teacher/Advisor Education for Learner Autonomy, Kanda University of International Studies, Chiba, Japan.
- Alt. title: Learner autonomy search engine & repository (LASER)