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THE DIMENSIONS OF LEARNER AUTONOMY

Article · July 2018

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3 authors, including:

Frank Farmer María Elena Llaven Nucamendi

University of Quintana Roo University of Quintana Roo
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 THE DIMENSIONS OF LEARNER AUTONOMY
María Elena Llaven Nucamendi – Frank Farmer – Ismael Ignacio Chuc Piña
Universidad de Quintana Roo – Campus Cozumel
Quintana Roo, México

ABSTRACT

Autonomy in language learning has been a priority for educators since Holec’s seminal
proposal for the Council of Europe in 1981. This paper looks at the state of the art of
autonomy in language learning. Different definitions of autonomy and the views of language
and language learning inherent in them are described and discussed, and related to the
specific actions taken by learners and institutions to support learner autonomy. In spite of
apparently contradictory definitions of autonomy and different degrees of support offered to
learners, there is an underlying consensus regarding the desirability of self, autonomous or
independent learning. Research evidence from a Mexican context will be presented showing
what difficulties and opportunities exist for autonomous language learning.

INTRODUCTION

Autonomy in language learning has been the subject of books and articles for 30 years
now, and many Mexican universities provide facilities for autonomous learners in self-access
centres and in classroom practices that respect autonomous learning. However, the field of learner
autonomy is still affected by conflicting definitions, beliefs and policies which make it difficult to
provide systematic support for autonomous learners. In addition, although there are powerful
arguments in support of learner autonomy, there are also serious criticisms of the concept which
need to be addressed. We will attempt to map out the field of learner autonomy in this paper,
starting with criticisms of autonomy. A critical approach to autonomy provides a tool for
integrating valid and helpful descriptions of autonomy in learning. While institutions and the
administrators and teachers who enact their policies may intend to support autonomous learning,
conflicting beliefs and misunderstandings can frustrate the best efforts of learners and institutions.
Some of the findings from a study of learner autonomy in a Mexican university are presented and
discussed and may serve to illustrate these conflicts.