[Reprint] Learner autonomy: A synthesis of theory and practice

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.