[1]
D. Gardner and L. Miller, Establishing Self-access from Theory to Practice. Shanghai: Shanghai Foreign Language Education Press, (2002).
Google Scholar
[2]
D. Little, Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik, (1991).
Google Scholar
[3]
Glasersfeld,E., Radical Constructivism: A Way of Knowing and Learning. The Falmer Press: London & Washington, (1995).
Google Scholar
[4]
H. Bauersfeld, Structuring the structures, In Constructivism and Education, L. P. Steffe & J. Gale, Eds. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995, pp.137-158.
Google Scholar
[5]
H. Holec, Autonomy and foreign language learning. Oxford: Pergamon, (1981).
Google Scholar
[6]
J. Higgs, Planning learning experiences to promote autonomous learning. In Developing Student Autonomy, D. Boud, Eds. London: Kogan, (1988).
Google Scholar
[7]
L. Dam, Learner Autonomy in Practice. Great Britain: Bourne Press, (1990).
Google Scholar
[8]
L. Dickinson, Self-Instruction in Language Learning. Cambridge: Cambridge University Press, (1987).
Google Scholar
[9]
McMahon, M. Social constructivism and the world wide web – A paradigm for learning. Paper presented at the fourteenth annual meeting of the Australian Society for Computers in Learning in Tertiary Education, Perth, Australia, Dec. 1997. http: /www. ascilite. org. au/conferences/perth97/papers/Mcmahon/Mcmahon. html.
Google Scholar
[10]
P. Benson and P. Voller, Autonomy and independence in Language learning. London: Longman, (1997).
Google Scholar