چکیده:
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 learning management, cognitive pro-cesses, 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 sup-port for the impact of applying Benson’s (2001) three-level model of learner autonomy on fostering au-tonomy 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 pro-vided evidence on the fact that autonomy is not an all-or-nothing concept as the learners reached “inter-vention level” of degrees to learner autonomy. In total, this study suggests that each dimension of auton-omy in language learning should be developed separately, although many researchers often attach more importance to one level of control than others.
خلاصه ماشینی:
Moreover, Little (1991) defines learner autonomy in terms of control over the cognitive processes involved in self-management of learning.
Hence, Benson (2001) believes that the description of learner autonomy in language learning involves the significance of the three levels of learning management, cognitive pro- cesses, and learning content.
Besides, strategy instruction is based on this assumption that if learners are conscious about the selection, use, and evaluation of their learning strategies, they will be more successful language learners by being more autonomous (Cohen, 2007; Hsiao & Oxford, 2002).
Hence, reflection is orient- ed towards the content of language learning and contributes to the learner’s autonomy as a lan- guage user (Benson 2001; Benson & Lor, 1999; Little, 1991; Kohonen, 1992).
However, as Benson (2001) points out, further research is needed to provide experimental evi- dence for the impact of control over learning management, cognitive processes, and learning content on fostering learner autonomy.
181) Form Revision Conceptual Revision Typography Punctuation and Format Text-based structure Balance Spelling Punctuation marks Audience Topic Revised Capitalization Deletion Audience Deleted Substitution Register Grammar Meaning-preserving Macro –structure Verb agreement Addition Addition Preposition Deletion Deletion Conjunction Substitution Substitution Moreover, frequencies of the descriptive sta- tistics of participants’ texts (Text 1 & Text 2) along with the marks they received were comput- ed to determine how key-stroke logging along with stimulated recall can increase the partici- pants’ language awareness.
Also, the results of this study provide evidence on the fact that control over the cognitive processes in language learning can be described in terms of attention, reflection, and metacognitive knowledge.