AUTONOMY IN LEARNING ENGLISH: THEORETICAL FOUNDATIONS AND PEDAGOGICAL APPLICATIONS

Abstract

This bibliographical study reflects on the role of autonomy in the learning process in English teaching, as a core concept for the development of more independent and critical learners. Freedom in language learning is the student's ability to control their own way of learning, to decide what, how and when to learn, and to think about their progress. Normally, English teaching has focused on the image of the teacher as the one who transmits knowledge. But in order to support this freedom, it needs to change the idea that the teacher is the holder of knowledge and start acting more like a helper, creating situations that lead students to think, self-regulate and seek help on their own. Autonomy, which is the ability of students to control their own studies, is proving to be an important point for learning that stays in the memory and is meaningful. In the light of researchers such as Freire (1997)͏ and Paiva (1996) we have drawn up our reflections on how learners become autonomous and become more active and responsible learners, which helps to improve skills in another language in a more useful and lasting way. One of the main aims of this article is to study what the idea of autonomy is and to discuss some teaching methods that help to increase autonomy in the process of learning the English language. This research is validated by the need to reflect on strategies that prepare students to learn English.