2.4 A working definition of autonomy

In this section, we shall proceed to creating our own definition of autonomy. As was shown above, the literature on the subject is conflicting, so we will be forced to use the feeble powers of our own reasoning to devise the different general aspects of the concept.

Following is our working definition of autonomy:

"Learner autonomy equals freedom of controlling instruction, in the successful pursuit of personal learning."

Before we venture into a more detailed explanation, let us give a brief overview of what the definition presents. It successfully rids itself of the preconception that learners are not autonomous, it addresses dominant role relationships (hence the term "controlling"), it merges independence and interdependence (as it does not mention other forms of instruction, merely "controlling instruction", which is an attribute of programmed learning), it adds a vital personal quality to learning, it states that autonomous learning needs to be successful (as we have observed with the Good Language Learner and other models) and finally, it transcends all subjects, speaking of "learning" in the most general sense of the word.

Let us now address some general aspects of the term:

Autonomy is not a finite state but an open-ended concept. (Dickinson 1987)

As learning a language is a never-ending process, we believe that autonomy is the ultimate goal of every student. In other words, every student might hope that one day, he will no longer need a teacher and will be able to provide for his own learning, with the help of self-instruction materials or other sources. Obviously, while still in the learning group, different classroom activities will call for different degrees of autonomy. However, examples taken from Rogers (1969) and Brandes and Ginnis (1986) show us that even in a classroom, learning may have virtually no constraints.

Autonomous learning is not independent but interdependent learning. (Alwright qtd. in Cotterall 1995)

We believe that autonomous learning does entail learning in relation to the world – be it other students, the teacher, or any sources of the target language. The important point is that this relation never entails succumbing to anything that is authoritative – be it a teacher or a set of materials.

Being autonomous is not merely a capacity but a combination of capacity and action, or, ability and willingness. (Littlewood 1996; Dickinson 1992)

We believe that a learner who possesses the abilities and skills to direct his own learning but lacks the motivation or will to perform these actions, and therefore needs to be instructed, is by no means autonomous.

Autonomy is a term that transcends individual subjects. (Kenny 1993)

In this work, we will make use of the term in connection with EFL; however, we cannot ignore the fact that autonomy is a much wider term, as was already implied by Rogers (1969).

Becoming autonomous is a process, and autonomy manifests itself to different degrees, in different students as well as in the different activities students undertake in the classroom. (Benson 2001)

Autonomy cannot be reduced to a set of tactics or strategies; it has a psychological and affective dimension. (Benson 2001)

It is important to note that we have attempted to construct the most valid definition possible, based on the literature we have studied – not merely a reductionist definition to suit our purposes. We believe that this would involve a completely different thought procedure, and a severe lack of objectivity.