Preparing Autonomous Language Learners Through Classroom Instruction

The promotion of autonomous approaches to language learning is justified on educational and psychological grounds, but it has not established itself in the university setting for some practical reasons. Before experimenting with the feasibility of incorporating autonomous learning into classroom instruction, a study through examining learners' beliefs about their learning revealed the three main factors which exerted influences on their readiness for the changes implied in autonomy---learners' perception of teacher's role, the role of feedback and learner confidence. Average learners still perceived the teacher as an authority in diagnosing their learning problems and telling them exactly what to do; among those who classified themselves as 'autonomous' , some proved to be less productive and less participatory, and even failed in the national English test for college students. Results had implications for the necessity of helping learners be aware of their responsibility for their own learning and the ways of achieving this goal. The second part of the study was a preparing program, aiming to raise learner awareness, transfer responsibility through negotiation and group work, and make learners reflect on their own learning, employing instruments of open questions, writing and project work. Discussion focused on identifying and examining the barriers to autonomous learning. Albeit the problems and difficulties arising throughout the program, the paper concluded by iterating the importance and necessity of adopting an autonomous approach in language teaching and learning.