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Educational affordances of an asynchronous online discussion forum for language learners
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Educational affordances of an asynchronous online discussion forum for language learners
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Reflections on the 2017 Rio AILA (Applied Linguistic) Conference through an Antipodean Lens: practical Implications for advisors
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Abstract:
This article will offer some feedback and subsequent reflection on the week long Association Internationale de Linguistique Appliquee (AILA) Congress 2017 held in Rio during July, and in particular, on the full day international symposium curated by the authors. As the co-convenors of the Research Network on Learner Autonomy we had to organise this event for approximately 500 members from all around the world, along with the triennial AGM. This was set within the academic and social context of at least 1500 other linguists from about 60 different countries (from several Scandinavian countries, a range of countries in South and North America, Asia, and the Pacific) with many opportunities for invaluable networking over great local coffee or cocktails (caipirinha), either within the conference venue overlooking the beautiful beaches or at other formal and informal social occasions.
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Keyword:
130207 LOTE; agency; Association Internationale de Linguistique Appliquee (AILA) Congress 2017; ESL and TESOL Curriculum and Pedagogy (excl. Māori); learner autonomy; linguistics
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URL: https://hdl.handle.net/10652/4163
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Reflections on the 2017 Rio AILA (Applied Linguistic) Conference through an Antipodean Lens: practical Implications for advisors
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Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context
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Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context
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Learner autonomy and new learning environments ; Special issue commentary : Learner autonomy and new learning environments
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Learner autonomy and new learning environments ; Special issue commentary : Learner autonomy and new learning environments
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Learner Beliefs and Learner Autonomy : A Case Study of Two Chinese Migrant Learners in New Zealand.
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Zhong, Qunyan (Maggie). - : University of Auckland. Faculty of Education. Language, Education & Diversity., 2011. : Unitec Institute of Technology, 2011
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Learner Beliefs and Learner Autonomy : A Case Study of Two Chinese Migrant Learners in New Zealand.
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Zhong, Qunyan (Maggie). - : University of Auckland. Faculty of Education. Language, Education & Diversity., 2011
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Learner Beliefs and Learner Autonomy : A Case Study of Two Chinese Migrant Learners in New Zealand.
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Zhong, Qunyan (Maggie). - : University of Auckland. Faculty of Education. Language, Education & Diversity., 2011
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Do classroom textbooks encourage learner autonomy?
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Reinders, Hayo; Balçikanli, Cem. - : Hacettepe Universitesi * Egitim Dergisi (Turkey), 2011. : Middlesex University, 2011. : Gazi University (Turkey), 2011
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Learner autonomy and new learning environments ; Special issue commentary : Learner autonomy and new learning environments
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Encouraging autonomy with an online language support system
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Reinders, Hayo. - : Asia-Pacific Association for Computer-Assisted Language Learning, 2010
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Encouraging autonomy with an online language support system
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Reinders, Hayo. - : Asia-Pacific Association for Computer-Assisted Language Learning, 2010
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Encouraging autonomy with an online language support system
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Reinders, Hayo. - : Asia-Pacific Association for Computer-Assisted Language Learning, 2010
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