[Reprint] Learner Autonomy: A Synthesis of Theory and Practice

Tin T. Dang

Authors

Tin T. Dang PetroVietnam University https://orcid.org/0000-0002-0371-4530

Keywords:

learner autonomy, theoretical framework, model

Abstract

Learner autonomy has been an important focus of educational practices and research for more than three decades. Various methods of promoting learner autonomy in foreign/second language education have been attempted, and different theoretical approaches have been proposed. These multifaceted developments of learner autonomy have been debated, and several perspectives of this capacity have been suggested. Taking this into account, this paper provides a synthesized overview of learner autonomy. It starts with an introduction of the definition of learner autonomy in relation to a critical analysis of the four perspectives adopted in learner autonomy research. It then presents and analyses different models of learner autonomy. The discussion continues with critiques of leaner autonomy promoting practices in traditional classrooms and those with ICT support. Finally, the paper suggests a theoretical framework to convey the principal processes of learner autonomy and an analytical framework to understand this construct at the operationalised level.

Author Biography

Tin T. Dang, PetroVietnam University

Tin T. Dang is an EFL teacher/lecturer in Vietnam. After returning from the University of Queensland in mid-2005, he started to work as an Academic Manager in SEAMEO RETRAC and was involved in different projects and initiatives regarding curriculum development and ICT in education. In 2011, he completed his PhD at La Trobe University and started to lecture at the University of Information Technology, Vietnam National University Ho Chi Minh city. His research primarily focuses on learner autonomy and ICT in education. He has presented in different international conferences and published in TESOL in Context, The Journal of Asia TEFL, The Asian EFL Journal, and a few others.

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