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This presentation describes my attempts to promote autonomous language learning among college students in preparation for a lifetime of learning beyond graduation. The presentation introduces activities my students engaged in both inside and outside of the classroom. This qualitative data is taken from my teaching diary, students` self-assessments, and reflections between the years of 2017 – 2020.

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Key words describing ROLES in Learner Autonomy

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Key words describing ROLES in Learner Autonomy

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Characterizations of learner autonomy in the literature

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Characterizations of learner autonomy in the literature

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Why teaching this course? [My motivational factors]

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Why teaching this course? [My motivational factors]

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Common European Framework of Reference for Languages, Learning, Teaching, Assessment, The European Language Portfolio: A Guide for Language Learners (15+), Council of Europe - www.coe.int/en/web/portfolio

Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. Center for Language and Communication studies. Trinity College, Dublin

Little, D. (2004). Learner autonomy, teacher autonomy and the European language portfolio. Trinity College Dublin

Little, D. (2004). Constructing a theory of learner autonomy: Some steps along the way. Future Perspectives in Foreign Language Education.

Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1:1, 14-29, DOI:10.2167/illt040.0

Little, D. (2009). The European language portfolio: Where pedagogy and assessment meet. 8th international Seminar on the European Language Portfolio, graz, 29 September - 1 October 2009

Little, D. (2009). Language learner autonomy and the European language portfolio: Two L2 English examples. Cambridge University Press, DOI: 10.1017/50261444808005636

Little, D. (2014). Learner autonomy and second/foreign language learning. LLAS Center for Language, Linguistics and Area Studies.

Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Bristol, UK: Multilingual Matters.

Nowlan, A.G.P. (2015). Motivation and learner autonomy: Activities to encourage independent study. http://iteslj.org/Techiniques/Nowlan-Autonomy.html

Paige, R. M., Cohen, A. D., Kappler, B., Chi, J. C., & Lassegard, J. P. (2009). Maximizing Study Abroad: A Students` Guide to Strategies for Language and Culture Learning and Use (2nd ed.). University of Minn.

Thomas, N. & Rose, H. (2018). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly Vol. 53, No 1, March 2019.

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Summary of students` reflections and course evaluations

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Summary of students` reflections and course evaluations