Abstract
There has been a considerable growth of interest in the theory and practice of autonomy in language teaching and learning as a consequence of the innovations that have taken place in recent years. Focusing on the studies carried out on learner autonomy since the 1980s, this review paper examines the origins of autonomy, the definitions of learner autonomy and the characteristics of autonomous learners. The review also covers the practical ways that foster learner autonomy in the actual classroom atmosphere. It concludes by discussing learner autonomy in the context of European Language Portfolio (ELP) and by making suggestions on learner autonomy in the EFL settings.
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