Postmodernism as a Theoretical Framework for Learner Autonomy Research

O'LEARY, Christine (2018). Postmodernism as a Theoretical Framework for Learner Autonomy Research. Studies in Self-Access Learning (SISAL), 9 (3), 342-370.

[img]
Preview
PDF
Oleary Postmodernism as a Theoretical Framework for Learner Autonomy Research.pdf - Published Version
Creative Commons Attribution.

Download (595kB) | Preview
Official URL: https://sisaljournal.org/archives/sep18/oleary/
Open Access URL: https://sisaljournal.files.wordpress.com/2018/10/o... (Publishd version)

Abstract

The multidimensional nature of current conceptualisations of learner autonomy combined with the need to access both individual and social constructions presents both ontological and epistemological challenges when researching a pedagogy for learner autonomy. This paper will discuss the advantages and challenges to exploring the development of learner autonomy and its implication for practice from a postmodernist and social constructivist perspective, based on a qualitative case study of the development of advanced specialist and non-specialist foreign language learners and their teacher as a learner practitioner-researcher, in a large Higher Education Institution in England. It will show, in particular, how such methodology facilitates a dynamic research design, providing an opportunity to adapt and use existing theories whilst maintaining a strong emphasis on the learner’s ‘voices’. It will conclude with a set of recommendations together with the limitations of such an approach.

Item Type: Article
Departments - Does NOT include content added after October 2018: Sheffield Business School > Department of Management
Depositing User: Christine O'Leary
Date Deposited: 10 Oct 2018 13:14
Last Modified: 16 Nov 2018 12:32
URI: http://shura.shu.ac.uk/id/eprint/22859

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics

Publication Metrics

Dimensions Badge

Altmetric Badge