Abstract Autonomy is the ability to take charge of one’s own learning. However, this ability is not inborn and must be acquired by formal instruction (Holec, 1981). Therefore, to offer a systematic approach to the devel-opment of learner autonomy in language learning process, Benson (2001) argues that learner autonomy is described in terms of learners’ control over the three dimensions of lea...

This study investigates the relation between EFL (English as a foreign language) learners’ autonomy, their identity styles, and their writing ability and it aims to show which independent variables have higher predicting power on variances in writing. To this end, 60 Iranian university EFL students at the language center of the researchers’ institution were selected to participate in this study...

This study investigated the effect of applying the dynamic system theory (DST) and cognitive linguistics (CL) insights into grammar instruction on EFL learners’ learning of English prepositions and learner autonomy. Sixty Iranian EFL learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. The 2 groups filled out an autonomy ...

This article is concerned with learner autonomy in formal language learning contexts (schools, colleges and universities). It begins with some general reflections on the nature of learner autonomy and goes on to consider how autonomy is to be fostered, focusing first on learning strategies and learner training and then on the pedagogical dialogue and the role of the teacher. It argues that whil...

Constuctivism learning theory lays emphasis on the learners' active learning, such as learning initiative, sociality and context. By analyzing the relationship between constructivism learning theory and learner autonomy, this paper explores how to cultivate learners' learner autonomy under the guidance of constructivism learning theory. Keywords—Constructivism learning theory, learner autonomy,...

Employing an explanatory sequential design, the present study investigated the effect of English as a Foreign Language (EFL) blog-mediated writing instruction on the students’ learner autonomy. A number of 46 learners who were the students of two intact classes were randomly assigned to control and experimental groups.  Over a 16-week semester, the control group students (n = 21) were taught ba...