This collection of papers reflects the growing practical and research interest in promoting learner autonomy in modern language learning in British higher education. Within the context of a rich theoretical debate, it examines the potential of various practical approaches currently being implemented, including peer teaching, group project work and self-study programmes based in self-access centres. A number of contributions focus specifically on the innovative exploitation of information technology, while others report on research conducted into learners' attitudes and perceptions of their learning.
This timely volume confirms that promoting learner autonomy does not equate to leaving learners to learn on their own, nor does it provide an easy solution to pressures on face-to-face teaching. Developing learner independence is, however, an essential aim in any educational programme; perhaps all the more so for language learning, which requires constant involvement with target language resources.
