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  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 lea...

This study attempted to investigate the relationship among learning strategy, autonomy and language proficiency of Chinese university EFL students. To achieve this objective, purposive sampling and cluster sampling methods were used to select 422 non-English major students as participants in three universities, Henan province, China. Oxford’s (1990) Strategy Inventory for Language Learning (SIL...

In this paper, I subject the claim that autonomous choice is an intrinsic welfare benefit to critical scrutiny. My argument begins by discussing perhaps the most influential argument in favor of the intrinsic value of autonomy: the argument from deference. In response, I hold that this argument displays what I call the ‘Autonomy Fallacy’: the argument from deference has no power to support the ...

for more than three decades healthcare decentralization has been promoted in developing countries as a way of improving the financing and delivery of public healthcare. decision autonomy under healthcare decentralization would determine the role and scope of responsibility of local authorities. jalal mohammed, nicola north, and toni ashton analyze decision autonomy within decentralized services...

this study investigated the effect of applying the dynamic system theory (dst) and cognitive linguistics (cl) insights into grammar instruction on efl learners’ learning of english prepositions and learner autonomy. sixty iranian efl learners at the lower-intermediate level of language proficiency were randomly assigned to 1 experimental and 1 control group. the 2 groups filled out an autonomy ...

Investigating the “knowing”, a module of the KARDS model proposed by Kumaravadivelu (2012) for teacher education, of Iranian teachers of learner autonomy, this study is an attempt to illuminate some of the yet unexplored areas of teachers’ various types of knowledge of learner autonomy. Furthermore, it attempts to illustrate how Iranian Non-EFL teachers’ knowing affects their practices with reg...