Acknowledging the importance of learner autonomy (LA) as one of the hottest concepts in EFL contexts, the author of Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language has endeavored to explore critically these notions within the context of recent research findings. Throughout its eight chapters, the book aims at providing EFL teachers with frameworks connecting the three notions so that they can equip themselves with a deeper “understanding of the challenges in EFL teaching and learning” (p. x). While chapters 1-6 elaborate on the different theoretical aspects of Autonomy, Agency, and Identity, chapters 7 and 8 each includes a qualitative research paper on teachers’ and learners’ identity respectively.
Bonyadi, A. (2020). BOOK REVIEW: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. Iranian Journal of Language Teaching Research, 8(3 (Special Issue)), 143-145. doi: 10.30466/ijltr.2020.120938
MLA
Alireza Bonyadi. "BOOK REVIEW: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language", Iranian Journal of Language Teaching Research, 8, 3 (Special Issue), 2020, 143-145. doi: 10.30466/ijltr.2020.120938
HARVARD
Bonyadi, A. (2020). 'BOOK REVIEW: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language', Iranian Journal of Language Teaching Research, 8(3 (Special Issue)), pp. 143-145. doi: 10.30466/ijltr.2020.120938
VANCOUVER
Bonyadi, A. BOOK REVIEW: Autonomy, Agency, and Identity in Teaching and Learning English as a Foreign Language. Iranian Journal of Language Teaching Research, 2020; 8(3 (Special Issue)): 143-145. doi: 10.30466/ijltr.2020.120938
)