Ridley addresses two developments in language teaching and SLA research. The firstdevelopment is toward learner autonomy through self-reflection. None of her subjects reportedlearning a language in a classroom with a focus on learning strategies, though Ridley documentstheir individual preferred learning strategies with data from the beginning of the study. She thenformulates her first hypothesis, “that individual learners have their own preferred lexicalproblem-solving strategies and patterns of reflective monitoring which are manifest when theyspeak and also write in the target language” (p. 20).