Abstract
Contents: Autonomy in second/foreign language education - The role of identity and agency in the long-term development of autonomy - Learner, teacher and institutional agendas (discourses) - Interpretative qualitative research - Documenting students' pathways towards autonomy across four academic years in a BA TEFL programme - Learner perspectives on teacher-student role relationships - Learner perspectives on the university learning environment - TEFL learning: stories of student teachers' autonomous development.
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