Learner Autonomy Search Engine & Repository

Abstract

The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes around the world (Reinders & Benson, 2017). Despite the increasing number of studies on language learner autonomy, autonomy researchers are still grappling with its complexity and multidimensional manifestation as a theoretical construct and major challenges remaining in determining its most appropriate implementation in the classroom. In particular, there is significant difficulty in designing appropriate and effective research instruments and materials for assessing learner autonomy, which is ‘not a single, easily describable behaviour’ (Little, 1990, p. 7), either by researchers or by teachers. In addition, there is an emergence of new practices of autonomous language learning, particularly in view of the rapid development of educational technologies, which warrants a renewed conceptualization of language learner autonomy (Benson & Reinders, 2011). The understanding of learner autonomy is of paramount importance to language teachers because learners gain greater potential opportunity to access language-rich environments through the Internet and mobile language learning environments. By becoming knowledgeable in the notion of learner autonomy and characteristics of autonomous learners, pre-service and in-service language teachers are in a better position to provide self-access resources to develop learners’ self-regulated learning and encourage students to initiate their own ‘language learning program’ beyond the classroom, which is a key 21st century learning skill.