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■■ Identify your topic. For example, are there particular issues in your teachingthat you want to explore? Do you need to do some reading to help you defineyour focus?■■ Specify your targets for presenting the results of your work. The next SQUELT conference? A professional away day? Start with your target then planbackwards.■■■■Develop a timetable for the study, ensuring it is feasible.Do some reading on research methods to help you with the design of yourstudy.■■ Create mechanisms through which different research groups can shareresources, provide mutual support, and meet periodically to provide updateson their work.Notes3. Holec, H. (1981) Autonomy in foreign language learning. Oxford: Pergamon.4. Dam, L. (2003) Developing learner autonomy: The teacher’s responsibility.In Little, D., Ridley, J., & Ushioda, E. (Eds.). Learner autonomy in the foreignlanguage classroom: Teacher, learner, curriculum and assessment (pp. 135-146).Dublin: Authentik.5. Nunan, D. (1996) Towards autonomous learning: some theoretical, empiricaland practical issues. In Pemberton, R., Li, E. S. L., Or, W. W. F., & Pierson, H. D.(Eds.). (1996) Taking control: Autonomy in language learning (pp.13-26). HongKong: Hong Kong University Press.6. Nunan, D. (1997) Designing and adapting materials to encourage learnerautonomy. In Benson, P., & Voller, P. (Eds.). Autonomy and Independence inLanguage Learning (pp.192-203). London: Longman.7. Bryman, A. (2008) Social research methods (3rd ed.). Oxford: Oxford UniversityPress.8. Cohen, L. Manion, L. & Morrison, K. (2007) Research Methods in Education(6th ed.) London: Routledge270 | Teacher Beliefs Autonomy