摘要：This article reports preliminary indications that flashcards are helpful for promoting asense of control over learning. Participants were 25 fifth-year primary school students,who were required to create flashcards to use outside of their classroom afterreceiving instructions on relevant techniques. At the end of the semester, flashcardswere collected in order to explore notes taken by the students. Ten of the studentsalso participated in a follow-up interview. Results indicated that the open-endednature of the flashcards, combined with scaffolding provided by the teacher, facilitatestudents’ autonomous engagement, although some techniques were rarely used andsome were not maintained consistently throughout the experiment. Pedagogicalimplications for promoting self-access language learning are discussed
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