Background of Learning Autonomy
2 Control over cognitive process
Control over cognitive process is related to the psychology of learning and related to mental process of controlling idea Benson, 2001: 87. Similar to
Benson’s definition, O’Malley Chamot 1990: 44 cited in Thanasoulas, 2002 elaborate cognitive process as a process that works “directly on the incoming
information”. Benson proposes there are three factors involved in cognitive processes
which are interrelated each other. Those are shown in figure 2.2 The Psychology of Autonomous Learning below.
Figure 2.2 The Psychology of Autonomous Learning Taken from: Benson, 2001: 86
As it is elaborated by Bialystok 1994 cited in Benson, 2001 that directing attention includes the process of noticing linguistic input, terms that are taken
from language learning, and constructing mental meaning of the input. The attentional process itself establishes consciousness and awareness to the learning
input.
Building metacognitive knowledge
Cognitive Process
Directing attention Reflection
Reflection is the process which includes learners’ attaining of input. It also increases learners’ awareness which then build metacognitive knowledge
involving planning, problem-solving, monitoring, and evaluating the learning. Wenden 1998: 34, cited Thanasoulas, 2002 defines that metacognitive
knowledge “includes all facts learners acquire about their own cognitive processes as they are applied and used to gain knowledge and acquire skills in varied
situations”, or in other words, metacognitive strategies are not the learning
strategies itself but the strategies about learning.
3 Control over learning content
Control over learning content implies learners’ ability to select the appropriate learning materials in order to gain the goal expected. In relation to
control over learning content, Littlewood 1999 cited in Benson, 2001: 99 characterizes two types of autonomy namely proactive and reactive autonomy.
According to Littlewood 1999 cited in Benson, 2001, proactive autonomy is described as type of autonomy “which affirms their individuality and sets up
directions in a world which they themselves have partially created”. Benson 2001 explains that it is where the objectives, methods, and techniques are
determined and the learning is evaluated by the learners themselves. While reactive autonomy is “the kind of autonomy which does not create its own
directions but, once a direction has been initiated, enables learners to organize their resources autonomously in order to reach their goal” Littlewood, 1999: 75
cited in Benson, 2001: 99.
In his research report, Ardi 2007: 33 elaborates that the concept of autonomy was firstly developed in the western culture, thus the principle concept
of autonomy is different from that of in the eastern culture, including Asia. The concept of learning autonomy which develops in western culture gives emphasize
on individual independence Holec, 1979, while eastern culture is characterized by its collectivism and interdependence Ardi, 2007. Therefore, Holec’s concept
of autonomy is comprehendible but difficult to be achieved.