حمایت از خودمختاری فراتر از کلاس درس زبان‌آموزی ۲۰۲۲
Autonomy Support Beyond the Language Learning Classroom 2022

1. Frontcover

2. Title Page

3. Copyright Page

4. Contents

5. Tables and Figures

6. Contributors

7. Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective

8. Part 1: Theoretical Underpinnings

1 A Brief but Comprehensive Overview of Self-Determination Theory

2 What It Means to ‘Take Ownership over One’s Own Learning’ in a Self-Determination Theory Analysis

11. Part 2: Autonomy Support in Learning Environments and Open Spaces

3 Understanding the Inner Motivational Resources of Language Learners’ Out-of-Class Technology Use for Language Learning

4 Vietnamese EFL Students’ Out-of-Classroom Motivation Viewed through Self-Determination Theory

5 Autonomy-Supportive Online EFL Writing: A Self-Determination Theory Perspective

6 Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners’ Basic Psychological Needs

16. Part 3: Autonomy Support in Communities and Relationships

7 Self-Determined Motivation in Language Learning Beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes

8 The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning

9 Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory

20. Part 4: Autonomy Support in Advising and Self-Access for Language Learning

10 Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs

11 Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective

12 Reimagining the Self-Access Centre as a Place to Thrive

24. Conclusion: Where to Go from Here?