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.

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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
Page Range:	342-370
Depositing User:	Christine O'Leary
Date Deposited:	10 Oct 2018 13:14
Last Modified:	18 Mar 2021 08:02
URI:	https://shura.shu.ac.uk/id/eprint/22859

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