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      Smith, R.C. and S. Erdoğan. 2008. ‘Teacher-learner autonomy: Programme goals and student-teacher constructs’ in Learner and Teacher Autonomy: Concepts, Realities and Responses. Amsterdam: Benjamins / AILA
      Book editor(s): Lamb, T.E. and H. Reinders.
      ISBN: 978 90 272 0517 9
      Summary: This paper clarifies dimensions of ‘teacher autonomy’ and argues for the goal within initial teacher education of enhancing ‘teacher-learner autonomy’ (‘the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others'). One approach towards this goal is described, and students’ personal constructs relating to the course design are investigated with repertory-grid interviews.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Smith, R.C. 2008. ‘Commentary on "Teacher education for teacher and learner autonomy"’ in Pedagogy for Autonomy in Modern Languages Education: Theory, Practice. Dublin: Authentik, pp. 303-307
      Book editor(s): Jimenez Raya, M. and T.E. Lamb.
      ISBN: 978-1-905275-31-1
      Summary: A commentary on teacher education initiatives for developing pedagogy for autonomy in schools. Elements of a possible 'knowledge base' are highlighted, including: parallelism between educating student-teachers and teaching (pupils) to learn; metacognitive awareness-raising; reflection on practical examples; actual engagement in a pedagogy for autonomy, especially with an action research dimension; involvement of school-based mentors; and necessary institutional adjustments
      Country of research: various
      Learners' background: various
      Institutional level: secondary
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Raktham, C. 2008. Cultures and Learner Behaviours: A Qualitative Investigation of a Thai Classroom.
      Supervisor(s): Ushioda, E. and R.C. Smith
      Awarding institution: University of Warwick
      Summary: A qualitative analysis of Thai university students' classroom behaviours in relation in particular to 'large' versus 'small' culture frameworks
      Thesis type: EdD
      Country of research: Thailand
      Learners' background: Thailand
      Institutional level: tertiary
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Wu, P.-C. 2008. Social Networks, Language Learning and Language School Student Sojourners: A Qualitative Study.
      Supervisor(s): Smith, R.C. and E. Ushioda
      Awarding institution: University of Warwick
      Summary: A qualitative study of language school student sojourners' out-of-class experiences and social interactions, and their impact on language learning behaviours
      Thesis type: EdD
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Jiang, X. 2008. Constructing Concepts of Learner Autonomy in Language Education in the Chinese Context: A Narrative-Based Inquiry into University Students' Conceptions of Successful English Language Learning.
      Supervisor(s): Smith, R.C. and S. Rixon
      Awarding institution: University of Warwick
      Thesis type: PhD
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Kennedy, J., R.C. Smith and E. Ushioda. 2008. ‘Taking stock of ELTED (A conversation)’. ELTED (English Language Teacher Education and Development) 11: 52-57
      URL: http://www.elted.net/issues/volume-11/8%20Kennedy%20et%20al.pdf
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Smith, R.C. 2008. ‘Learner autonomy (Key concepts in ELT)’. ELT Journal 62/4: 395-397
      Summary: Clarifies the concept of learner autonomy by taking standard definitions and highlighting their practical provenance and significance. Highlights an important continuing role for teachers in promoting autonomy, while noting a tension between top-down ‘training’ and genuinely student-centred approaches. Concludes that learner autonomy is a cross-culturally valid educational goal, though one requiring different forms of pedagogy according to context.
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Smith, R.C. 2008. ‘The history of learner autonomy’ in 9th Nordic Conference on Developing Learner Autonomy in Language Learning and Teaching: Status and W. Copenhagen: CVU
      Editor(s): Dam, L.
      URL: http://www2.warwick.ac.uk/fac/soc/al/research/groups/llp/circal/dahla/histories/the_history_of_learner_autonomy.pdf
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Brown, P., R.C. Smith and E. Ushioda. 2007. ‘Responding to resistance’ in Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan, pp. 71-83
      Book editor(s): Barfield, A. and S.H. Brown.
      ISBN: 978-0-230-00173-2
      Summary: Report on an action research project involving development of teacher-learner autonomy within initial teacher education, including consideration of how resistance to the course design was responded to through investigation and changes which safeguarded the innovation.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Wang, Q. 2007. Primary EFL in China: Teachers' Perceptions and Practices with Regard to Learner-Centredness.
      Supervisor(s): Rixon, S. and R.C. Smith
      Awarding institution: University of Warwick
      Thesis type: PhD
      Country of research: China
      Learners' background: China
      Institutional level: primary
      Entered by: University of Warwick (Centre for Applied Linguistics)