29 teacher training curriculum after long discussions and research. The other role is
that the teachers are able to write research program which mainly aims to help them develop specific tasks to train the autonomy of foreign language learners in
comprehension, production and self assessment. Related to the teacher‟s role for promoting autonomous learning, Voller in
Lai 2010 has suggested three potential roles for teachers who intend to promote learner autonomy in the classroom, namely “facilitator”, “counselor” and
“resource”.
4.5 Strategies to Promote Autonomous Learning
Since autonomous learning is important to support learners‟ independence in language learning, promoting autonomous learning will be also important to do
by teacher. Benson 2001 states that autonomy can be fostered but it cannot be taught. He also mentions that there is no single best method to foster autonomy
because autonomy takes a variety of forms. Teachers should support their learners using different methods. Studying different methods may contribute to fostering
learner autonomy in language learning settings. Sinclair 2010 also argues that teachers could not turn their students into autonomous learners, but they could
encourage them to reflect on and experiment with their learning processes and strategies, given that the learners would be willing and motivated to take control
of their own learning. Related to promoting autonomous learning, Coterall in Harmer 2011
suggests some characteristics of the language course which aims to promote learner autonomy. First of all, the course is necessary to reflect the goals of
learners in its language, tasks, and strategies. The second, it is needed for the
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course to have a link to a simplified model of the language learning process. It means that the students are able to manage their own learning if they have no idea
of how learning works by developing an awareness of language-learning theory they are able to adopt learning strategies for themselves. The third is that the
course tasks should replicate real-world communicative tasks, and finally, the course should promote reflection on learning. When the course fulfills those kinds
of characteristics, it will be helpful for the learners to be autonomous. Autonomous learning can also be applied by giving project to the students
in peer or group. Evatt and Boyle in Stephenson 1998 have shown how students can help each other with their learning through peer work or program. On a
capability program, well-managed support groups are particularly important, providing a general culture of interpersonal support where there is no specialist
tutorial. In contrast with taught students, autonomous learners have to deal directly with general educational as well as specialist issues. Mixed interest
groups can play a positive role in helping students apply some important process as sharing concerns, exploring ideas, exchanging experiences and taking risks.
4.6 Learning Strategies
