Investigating a Systematic Approach to the Promotion of EFL Learners’ Autonomy

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 ap-proach to the development 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 learn-ing management, cognitive processes, 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 support for the impact of applying Benson’s (2001) three-level model of learner autonomy on fostering autonomy 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 provided evidence on the fact that autono-my is not an all-or-nothing concept as the learners reached “intervention level” of degrees to learner autonomy. In total, this study suggests that each dimension of autonomy in language learning should be developed separately, although many researchers often attach more importance to one level of control than others.