Researching the spatial dimension of learner autonomy

Abstract

This chapter proposes a new research direction into autonomy in language learning: an exploration of its spatial dimension. Based on a longitudinal ethnographic inquiry into a social learning space in a language centre in a Japanese university, a key assumption of the study is that how people define a space transforms it into a place, determines what they do there and influences their autonomy. Drawing on data from this five-year investigation, the findings suggest that researchers might draw on ecological approaches, complexity approaches and mediated discourse analysis. The chapter concludes by reflecting on the potential benefits of pursuing research that incorporates space, place and autonomy.