Theoretical Aspects of Autonomous LearningMany different researchers (Holec, 1981; Riley, 1985; Dam, 1995; Little, 1991) have provided definitions of what they believe be learner autonomy. Holec (1981) defines it as “the ability to take charge of one's own learning”. Higgs (1988) considers it a process "...in which the learner works on a learning task or activity and is largely independent of the teacher who acts as manager of the learning program and person resource”. Wenden (1991), however, views these as skills and describes autonomous learners as those "...who have acquired the learning strategies, knowledge about learning, and attitudes that enable them to use these skills and knowledge confidently, flexibly, appropriately and independently of a teacher.” Penaflorida (2002) describes language learner autonomy as "a process that allows learners to recognize and evaluate their own needs, to choose and apply their own learning strategies or styles, ultimately leading to effective learning management”. Thang (2009) states that “autonomy in language learning mainly concerns the strategies and techniques of learning a language in the absence of a teacher.” The CIEL manual (2000) states that learner autonomy indicates a number of dimensions in which learners move away from dependence on the teacher and:- take responsibility for their own learning and learn to learn;- develop key transferable skills (e.g. studies, time management, IT, interpersonal skills, etc.);- actively manage your learning; seek out learning opportunities and use appropriate learning strategies; - get involved in an interactive process in which they define a short and long term learning object...... middle of paper ...... vice or praise... In case of difficulty or in When in doubt, they ask the teacher for help or advice, but only after trying to resolve the problem among themselves. The emphasis is on working together, in pairs, in groups and as a whole class. Their teacher helps them develop their language skills (Jones, 2007). Learner autonomy is important because reflective engagement (on the part of students) should help make what they learn a fully integrated part of who they are, so that they can use the knowledge and skills learned in the classroom in the world beyond. (Little, 2000) Providing students with the ability to be self-reliant allows them to continue learning throughout their lives independently. An effective teacher will provide situations and motivate students to become this type of learner after their time in the classroom is over..