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marcoELE agradece a la profesora Sara Cotterall haber atendido la petición del equipo de redacción para la remisión de este artículo, que en la fecha de publicación permanece inédito tanto en inglés como en español. Los contenidos del mismo corresponden a una versión de la ponencia “Like ducks to water: language learners and self assessment”, presentada en la Conferencia de la IATEFL LASIG / SWAN que, con el título general de Autonomy in language learning – beyond the bandwagon?, se celebró en la Universidad de Nottingham, el 30 de mayo de 2008. El trabajo ahora editado guarda especial relación con una experiencia asociada a la enseñanza del inglés como lengua extranjera, aunque el lector sabrá trasladar sus aportaciones a su propia realidad docente. La decisión de traducirlo -e incluirlo en nuestra publicación- obedece a la voluntad de dar a conocer trabajos sobre los que la bibliografía en español es aún muy limitada y suscitar un debate sobre un tema poco explorado en el ámbito ELE, que pueda dar lugar a investigaciones específicas. Por su condición de experta en este campo, la contribución de la profesora Cotterall puede ser de gran valor para estos objetivos. Por último, nos ha parecido oportuno incorporar este trabajo a un número que precisamente incluye una monografía sobre evaluación. TRADUCCIÓN: JAVIER SÁNCHEZ Y AGUSTÍN YAGÜE

Identity lies at the heart of doctoral study--a mysterious learning process which culminates in Ph.D. students' metamorphosis into doctors. This paper explores the identity-related experiences of six international Ph.D. students enrolled at an Australian university by examining how different individuals, events and interactions contributed to (or disrupted) their sense of themselves as researchers and scholars. Analysis of the participants' learning narratives revealed significant disparities in the agency they exercised and the opportunities and support they received, ultimately suggesting that those individuals endowed with the most cultural capital experienced the most favourable identity trajectories. Accordingly, the paper argues that greater efforts are needed to support non-traditional doctoral candidates in their journey to become confident scholars and researchers.

While the epistemological and ontological challenges faced by doctoral candidates are well documented, the same cannot be said of the emotional dimensions of the journey. This paper draws on Activity Theory in exploring the role of emotion in the longitudinal doctoral learning experiences of six international PhD candidates studying in Australia. Analysis reveals that writing and supervision practices are common sites of tension but that the prevailing culture of silence militates against systemic change. (Contains 1 figure, 1 table, and 1 note.)

Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students have encountered and discusses them in the light of recent research on doctoral writing pedagogy. Analysis of the students' experiences in terms of Wenger's "communities of practice" framework suggests that this perspective fails to account adequately for the power relations that impact on the students' learning opportunities. Examining the students' experiences also highlights the importance of good pedagogy in supporting the development of scholarly writing in the doctorate. (Contains 2 tables and 1 note.)

Metacognitive knowledge--what students know about themselves, the tasks they complete and their learning strategies--is essential for successful self-directed learning. It follows that those who work in self-directed learning settings need to stimulate their students' metacognitive development. Previous research in metacognition has defined its characteristics and contribution to language learning, but little has been written about how it develops or can be promoted. This paper seeks to fill that gap by reporting on a three-year study involving more than 400 Japanese students of English which investigated the development of their metacognitive knowledge. The paper will first discuss research in metacognitive knowledge as it relates to language learning. Then, it will describe the aims and nature of the learning opportunities provided in the study before describing the research methodology. Thirdly, the results of analysing quantitative and qualitative data gathered will be presented and discussed. The data provide evidence of change in the students' beliefs about assuming control of their learning, and reflect increases in their ability to plan, monitor and evaluate their learning. It is argued that distinctive elements in the learning structure contributed to the growth of students' metacognitive knowledge. (Contains 4 tables and 1 figure.)

Describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by proving flexible support for the learners throughout the writing of their essays. (Author/VWL)

Argues that fostering learner autonomy is an important and appropriate goal in language course design, but that principles to guide the design of such courses are currently lacking. Proposes five course design principles for language courses that seek to promote learner autonomy. (Author/VWL)

Studied the language-learning beliefs of a group of students enrolled in an English for academic purposes course. Drew on results of an earlier study of language-learning beliefs that used factor analysis to identify six dimensions underlying learner responses to a questionnaire, and explored the relationship between each factor and autonomous language-learning behavior. (Author/VWL)

Identity lies at the heart of doctoral study – a mysterious learning process which culminates in Ph.D. students’ metamorphosis into doctors. This paper explores the identity-related experiences of six international Ph.D. students enrolled at an Australian university by examining how different individuals, events and interactions contributed to (or disrupted) their sense of themselves as researchers and scholars. Analysis of the participants’ learning narratives revealed significant disparities in the agency they exercised and the opportunities and support they received, ultimately suggesting that those individuals endowed with the most cultural capital experienced the most favourable identity trajectories. Accordingly, the paper argues that greater efforts are needed to support non-traditional doctoral candidates in their journey to become confident scholars and researchers. [ABSTRACT FROM PUBLISHER]