Investigating a Systematic Approach to the Promotion of EFL Learners’ Autonomy
الموضوعات : نشریه زبان و ترجمهHossein Rahmanpanah 1 , Zia Tajeddin 2
1 - 1Islamic Azad University, Science and Research Branch, Tehran, Iran
2 - Allameh Tabataba'i University, Iran
الکلمات المفتاحية: Attention, Autonomy, Reflection, cognitive processes, learning management, metacognitive strategy,
ملخص المقالة :
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 learning management, cognitive pro-cesses, and learning content. However, developing learner autonomy through systematic instruction has received little attention in EFL context. To bridge this gap, this study aims to provide experimental sup-port for the impact of applying Benson’s (2001) three-level model of learner autonomy on fostering au-tonomy among EFL learners. To this aim, the data were collected and analyzed from a group (N=40) of English as a foreign language learners, doing their bachelor’s degree. The results indicated that autonomy subscale was greater after the completion of instructional intervention. Besides, further investigation pro-vided evidence on the fact that autonomy is not an all-or-nothing concept as the learners reached "inter-vention level" of degrees to learner autonomy. In total, this study suggests that each dimension of auton-omy in language learning should be developed separately, although many researchers often attach more importance to one level of control than others.
