Learner Autonomy in the Language Classroom

This chapter examines the what, why, and how of autonomy in language learning. A widely accepted understanding of learner autonomy focuses on control, interpreting it as students taking control of their learning. This conceptualization may be off-putting for teachers—conjuring up images of classroom chaos rather than the well-managed classrooms they are more familiar with. However, this chapter looks beyond the buzzword and explores learner autonomy as a multi-faceted and complex construct. Autonomy, in this view, is about encouraging learners to take responsibility for their learning by making decisions about what, how, and where they learn. The authors’ research has identified five elements associated with promoting learner autonomy in language learning: personalization, engagement, reflection, experimentation, and support. These elements guide the discussion as the chapter makes suggestions about classroom practice. The section which follows provides a template for an action research project which teachers are invited to adapt to their contexts. The chapter concludes by summarizing the key requirements for implementing learner autonomy in the classroom and the benefits for students and teachers.