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ELT Journal 1998 52(4):282-290; doi:10.1093/elt/52.4.282
© 1998 by Oxford University Press
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Supporting greater autonomy in language learning

Icy Lee

Teaches ESL at Douglas College, British Columbia, Canada. She was previously an Assistant Professor in the English Department of Hong Kong Polytechnic University. Her research interests include ESL, reading and writing, learner autonomy, and teacher development. E-mail: rkcchan{at}aicom.com

Learning to be self-directed involves taking responsibility for the objectives of learning, self-monitoring, self-assessing, and taking an active role in learning. This article describes the implementation of a self-directed learning programme for tertiary students in Hong Kong, and evaluates its outcomes using data from the students and the teacher. It raises issues concerning the provision of support for such learning, and discusses the implications for future work in this field.


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