Theoretical Aspects of Autonomous LearningMany different researchers (Holec, 1981; Riley, 1985; Dam, 1995; Little, 1991) have provided definitions of what they believe learner autonomy is . Holec (1981) defines it as “the ability to take charge of one's own learning”. Higgs (1988) considers it a process, “… in which the student works on a learning task or activity and is largely independent of the teacher who acts as manager of the learning program and as a resource person”. Wenden (1991), however, considers them 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 with confidence, flexibility , appropriately and independently of the 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 is primarily concerned with strategies and techniques for learning a language in the absence of a teacher.” The CIEL Manual (2000) states that student autonomy indicates a series of dimensions in which students move away from dependence on the teacher and: - take responsibility for their own learning and learn to learn; - develop transferable key skills (e.g. example study, time management, IT, interpersonal skills, etc.); - actively manage your own learning; look for learning opportunities and use appropriate learning strategies;- engage in an interactive process in which you set short- and long-term learning objects...... middle of paper...... vices or praise.. When they are in difficulty or in doubt they ask the teacher for help or advice but only after having tried to resolve the problem between 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 learners) should help make what they learn a fully integrated part of who they are, so that they can use the knowledge and skills acquired in the classroom in the outside world. (Little, 2000) Providing students with the ability to be self-directed allows them to continue learning independently throughout their lives. An effective teacher will provide situations and motivate his students to be this type of learner once their time in the classroom is over.