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Autonomous learning: What makes it work in postgraduate interpreter training?
16 references·1 citing·39 second hop
Autonomous learning: What makes it work in postgraduate interpreter training? (2007)Autonomous learning: What makes it work i…Teaching and Researching: Autonomy in Language Learning (2013)Teaching and Researching: Aut…Basic Concepts and Models for Interpreter and Translator Training (2009)Basic Concepts and Models for…Autonomy in Language Learning (2005)Autonomy in Language LearningAutonomy in foreign language learning (2004)Autonomy in foreign language …Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective (2003)Towards process-oriented teac…Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001 (2002)Bringing about change in the …Autonomy and independence in language learning (1997)Autonomy and independence in …Self-access and culture: retreating from autonomy (1995)Self-access and culture: retr…Basic Concepts and Models for Interpreter and Translator Training (1995)Basic Concepts and Models for…Restructuring the Classroom: Conditions for Productive Small Groups (1994)Restructuring the Classroom: …The learner's contribution to the self-access centre (1993)The learner's contribution to…Self-access systems (1993)Self-access systemsIf Cooperative Learning's the Answer, What are the Questions? (1992)If Cooperative Learning's the…The Negotiated Syllabus: What is it and How is it Likely to Work? (1991)The Negotiated Syllabus: What…Self-Direction for Lifelong Learning (1991)Self-Direction for Lifelong L…Autonomy in Language Learning (1990)Autonomy in Language LearningThe self-directed learner: intentionality in translator training and education (2013)The self-directed learner: in…Handbook of Self-Regulation (2000)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes (2007)Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2009)Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods (2012)Nebraska Symposium on Motivation, 1961 (1963)A Framework for the Comparative Analysis of Organizations (1967)Status Characteristics and Social Interaction (1972)Problem Based Learning: An instructional model and its constructivist framework (1995)Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis (1999)Problem-Based Learning: What and How Do Students Learn? (2004)Mind in Society: The Development of Higher Psychological Processes (1978)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Situated Learning: Legitimate Peripheral Participation. (1994)Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007)S-D logic–informed customer engagement: integrative framework, revised fundamental propositions, and application to CRM (2016)Handbook of Self-Regulation of Learning and Performance (2017)Experiential Learning : Experience as the Source of Learning and Development (1983)Bots as language learning tools (2006)Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges (2012)Technology as a mediating tool: videoconferencing, L2 learning, and learner autonomy (2019)Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003)Autonomy in language teaching and learning (2007)Genre pedagogy: Language, literacy and L2 writing instruction (2007)Questionnaires in translation (1998)The translator as communicator By Basil Hatim and Ian Mason (review) (1999)The translator as communicator. By Basil Hatim and Ian Mason. London: Routledge, 1997. Pp. 244. (1999)Autonomy and motivation a literature review (1995)“Autonomy”: An anatomy and a framework (1996)The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups (2013)Self-Directed Learning: Toward a Comprehensive Model (1997)Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory (2001)Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008)Motivation in second and foreign language learning (1998)Authentic materials and authenticity in foreign language learning (2007)Conference Interpreting – A Complete Course (2016)Memes of Translation (2016)Researching Translation Competence by PACTE Group (2017)
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References

  • 1994Restructuring the Classroom: Conditions for Productive Small Groups2,206 cited
  • 2013Teaching and Researching: Autonomy in Language Learning2,159 cited
  • 2009Basic Concepts and Models for Interpreter and Translator Training1,490 cited
  • 1995Basic Concepts and Models for Interpreter and Translator Training1,233 cited
  • 1991Self-Direction for Lifelong Learning983 cited
  • 1997Autonomy and independence in language learning933 cited
  • 2004Autonomy in foreign language learning646 cited
  • 2003Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective331 cited
  • 2002Bringing about change in the classroom: strengths and weaknesses of the self-regulated learning approach—EARLI Presidential Address, 2001174 cited
  • 2005Autonomy in Language Learning133 cited
  • 1990Autonomy in Language Learning105 cited
  • 1991The Negotiated Syllabus: What is it and How is it Likely to Work?81 cited
  • 1995Self-access and culture: retreating from autonomy75 cited
  • 1992If Cooperative Learning's the Answer, What are the Questions?31 cited
  • 1993The learner's contribution to the self-access centre27 cited

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  • 1993Self-access systems23 cited
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    • 2013The self-directed learner: intentionality in translator training and education17 cited