Xuesong Gao and Terry Lamb: Exploring Links between Identity, Motivation and Autonomy Section I: Emerging Theoretical Perspectives Ema Ushioda: Motivating Learners to Speak as Themselves Xuesong Gao and Lawrence Jun Zhang: Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Liliane Assis Sade: Emerging Selves, Language Learning and Motivation through the Lens of Chaos Vera Lucia Menezes De Oliveira E Paiva: Identity, Motivation, and Autonomy in SLA from the Perspective of Complex Dynamical Systems Section II: Independent Learning Settings Garold Murray: Imagination, Metacognition, and the L2 Self in a Self-Access Learning Environment E. Desiree Castillo Zaragoza: Identity, Motivation and Plurilingualism in SACs Linda Murphy: 'Why am I Doing This?' Maintaining Motivation in Distance Language Learning Hayo Reinders and Noemi Lazaro: Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher's Perspective Section III: Cultures and Contexts Alice Chik and Stephan Breidbach: Identity, Motivation and Autonomy: A Tale of Two Cities Stephen Ryan and Sarah Mercer: Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning Martin Lamb: Future Selves, Motivation And Autonomy In Long-Term EFL Learning Trajectories Diane Malcolm: "Failing" to Achieve Autonomy in English for Medical Purposes Neil Cowie and Keiko Sakui: Crucial but Neglected: EFL Teachers' Perspectives on Learner Motivation Jing Huang: A Dynamic Account of Autonomy, Agency and Identity in TEFL Learning Garold Murray: Identity, Motivation and Autonomy: Stretching our Boundaries
Garold Murray is associate professor in the Language Education Centre, Okayama University, Japan. His research employs ethnography and narrative inquiry to explore autonomy, metacognition, and community in relation to classroom, out-of-class, and self-access language learning.Xuesong (Andy) Gao is assistant professor at the Department of English, Hong Kong Institute of Education. His research interests include language learning strategy, learner narratives and teacher development.Terry Lamb is based in the School of Education, University of Sheffield, England. He has published widely in the fields of learner and teacher autonomy, multilingualism, language policy, and teacher development.
Through the use of qualitative research methods, the authors explore the complex, contingent, and dynamic nature of motivation, identity, and autonomy-both for language learners and teachers-in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals.Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of MichiganThere is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner's agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it 'empty-handed'. Highly recommended.Zoltan DornyeiA very informative and serious read.Hanna Kryszewska, University of Gda?sk, Poland in Humanising Language Teaching Issue 3, June 2012