Learner Autonomy and Web 2.0 - Marco Cappellini

Learner Autonomy and Web 2.0 - Marco Cappellini


Learner Autonomy and Web 2.0 - Marco Cappellini

Tim Lewis [+-]
The Open University
Tim Lewis has taught languages and cultures since 1980 in London, Sheffield, and elsewhere. As founding Director of the Modern Languages Teaching Centre of the University of Sheffield (1993-2001), Tim integrated Tandem language learning into the curriculum and was the UK partner in the International Email Tandem Network and successor projects, led by Ruhr Universität Bochum (1994-2000). Tim is currently Director of Postgraduate Studies in the Centre for Research in Education and Educational Technology at the Open University. Tim’s key publications include Autonomous Language Learning in Tandem (2003), Language Learning Strategies in Independent Settings (2008) and Online Intercultural Exchange: Policy, Pedagogy, Practice (2016). Tim is currently engaged in the EU-funded Evaluate project, which seeks to research the effectiveness of telecollaboration in teacher education.
Marco Cappellini [+-]
Aix-Marseille University
Marco Cappellini is an associate professor in the Department of French as a Foreign Language at Aix-Marseille University and a member of the joint research unit Laboratoire Parole & Langage. He obtained a PhD in Language Sciences (Foreign Language Didactics) in 2014 at Lille 3 University (joint research unit STL). His research interests include tandem learning, interactionist approaches to FL learning, FL teaching and learning through CMC and teacher education and the integration of ICT in FL education. Since 2007, he has been a FL teacher and teachers’ trainer in secondary school (France) and in higher education (France and China).
Annick Rivens Mompean [+-]
University of Lille 3
Annick Rivens Mompean is Professor of English Didactics at Lille 3 University (France) where she is currently Vice-President in charge of Language Policy, and a member of the joint research unit Savoirs Textes Langage (STL-UMR 8163 CNRS). Her research interests include Computer Assisted Language Learning (CALL) and Computer Mediated Communication (CMC). She is also interested in the development of autonomy related to language learning, especially in the learning context of language resource centers. To deal with these topics, she refers to complexity theory and systemic approach, which enables her to modelize the learning environment in a dynamic perspective. She is the president of RANACLES, the French Association of Language Centres in Higher Education, affiliated to the European Confederation of Language Centres in Higher Education (CERCLES). She has also been the director of Lille 3 Language Centre for more than 12 years.


The advent of networked digital technologies, in enabling language learners to collaborate and create content online, has given rise to new ways in which learners are able to express their autonomy. Learner Autonomy and Web 2.0 explores tensions between the 'classical' definitions of learner autonomy and the learning dynamics observed in specific online contexts. Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of ‘old wine in new bottles’. The volume is influenced by Leni Dam’s view that activity is located in physical, rather than virtual classrooms. Her work with early language learners suggests that autonomy emerges and develops in a complex relationship with L2 proficiency and other competencies. The volume takes an expansive view of what was meant by Web 2.0 and, as a result, a wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and - almost inevitably - MOOCs.

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Lewis, Timothy; Cappellini, Marco; Rivens Mompean, Annick. Introduction. Learner Autonomy and Web 2.0. Equinox eBooks Publishing, United Kingdom. p. 1-11 Apr 2017. ISBN 9781781795972. https://www.equinoxpub.com/home/view-chapter/?id=32704. Date accessed: 05 Mar 2024 doi: 10.1558/equinox.32704. Apr 2017

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