As a devotee of a learner-autonomy approach to teaching, I focus heavily on ensuring learners are the focus of each course, lesson, activity, and interaction pattern.
My dissertation focus is on learning communities and out-of-class learning. These could be formal or informal, but all include features of a learner-centered approach such as:
- Extramural English and out-of-class, incidental learning
- Self-regulation, agency, and reasons for learning
- Peer communities, collaboration, and the relationships between learners
Publications
In progress: Pathways to autonomy: Insights and applications for the classroom
Together with a colleague, we are writing a research-into-practice monograph of different aspects of learner autonomy. I am writing about learning communities and out-of-class learning, and my colleague is writing about reflection as well as self-regulation and agency. We will cover research in these areas, highlight projects around the world, and offer suggestions about how to translate research into practical applications and activities. One of our goals for this publication is to use open-access publications for our references whenever possible so that a wide readership can have access to the monograph.
Learner-Controlled Tasks for the Autonomy Classroom: A Teacher’s Resource Book.
This book is full of photocopiable activities that teachers can use in their classrooms. The tasks are designed to be directed by the learners, who choose topics, select how to do the tasks, run the activities themselves, and lead reflection on the effectiveness of their learning.
Ludwig, C., & Moore, L. (2020). Learner-Controlled Tasks for the Autonomy Classroom: A Teacher’s Resource Book. Candlin & Mynard.
Exploring the potential of Study with Me as an English-language learning tool: A multiple-case study of secondary school pupils in Austria.
This research project took the form of a case study into how high school students use Study with Me, a Tiktok and Youtube in-real-life genre where influencers stream themselves studying and users stream simultaneously. The results I found most interesting were related to how young learners develop self-regulation skills and learning strategies to help them manage different types of learning in an exams-based context.
Moore, L. (2024). Exploring the potential of Study with Me as an English-language learning tool: A multiple-case study of secondary school pupils in Austria. Studies in Self-Access Learning Journal, 15(2), 242–257. https://doi.org/10.37237/150208
Tools and collaborative tasks for enabling language learning in a blended learning environment
In this book chapter, we explored different ways that collaborative tasks could be employed in blending learning. In 2017, this was something relatively new, and my colleague and I presented tasks like using Padlet, Wikis, YouTube, Quizlet, and several more that are commonplace now.
Dal Bianco, V., & Moore, L. (2017). Tools and collaborative tasks for enabling language learning in a blended learning environment. In C. Ludwig & K. Van De Poel (Eds.), Collaborative Language Learning and New Media: Insights into an Evolving Field (pp. 103–127). Peter Lang.
Awards
Teaching Award
University of Applied Sciences Burgenland, Austria
In 2015, my colleague Veronica Dal Bianco and I won the university’s teaching award for our work in integrating self-directed learning into our courses.
European Language Innovation Seal [Europäisches Spracheninnovationssiegel]
Also with Veronica Dal Bianco, we were awarded the innovation seal in 2013 for IT and social media in language instruction.
Lawrie Moore 