Importance Of Autonomy In Language Learning

I. Literature Review

1. . Autonomy in ELL
1.1. The learner’s role
1.2. Role of a teacher in enhancing learner autonomy
1.3. The main characteristics of the autonomous classroom
1.4. Implementing learner autonomy
1.5. Advantages and disadvantages of autonomy
1.6. Learner autonomy problems and solutions

2. Learning strategies
2.1. The impact of Internet and technology in autonomous language learning

3. Writing skill 3.1. What does Academic Writing represent? 3.2. What is IELTS? 3.3. Is the IELTS a good way to measure students ' English proficiency?

Autonomous learning
Interest in learner autonomy had been aroused in the field of English language learning over decades ago. Hence, a broad range

These terms basically describe various methods of learning by oneself, whereas autonomy refers to abilities and attitudes (or whatever we think the capacity to control your own learning consists of). The point is, then, that learning by oneself is not the same thing as having the capacity to learn by oneself. More precisely, “Definitions of independent learning focus upon developing skills in self-motivation, evaluation, judgment and research.” (Awaya and

“Autonomy is a capacity- for detachment, critical reflection, decision-making, and independent action. It presupposes, but also entails, that the learner will develop a particular kind of psychological relation to the process and content of his learning. The capacity for autonomy will be displayed both in the way the learner learns and in the way he or she transfers what has been learned to wider context” (Little, 1991:4).
Learner autonomy is a problematic term because it is widely confused with self-instruction. Many scholars (Esch, 1998:37) have the autonomy defined as what is not, for instance “it is not self-instruction/learning without a teacher;… it does not mean that intervention or initiative on the part of a teacher is banned; … it is not something teachers do to learners; i.e. a new methodology; … it is not a single easily identifiable behaviour; … it is not a steady state achieved by learners once and for all” (Esch, 1998:37).
In David Little 's terms, learner autonomy is 'essentially a matter of the learner 's psychological relation to the process and content of learning--a capacity for detachment, critical reflection, decision-making, and independent action ' (Little, 1991: 4). It is not something done to learners; therefore, it is far from being