Understanding the complex nature of language learner autonomy

This qualitative study was carried out to investigate the three cases' autonomy. The research was based on the dynamic model of learner autonomy proposed by Tassinari (2012). The model mainly discussed four components such as cognitive-metacognitive, action-oriented, affective-motivational and social component of learner autonomy, focusing on the complexity and dynamism of the concept. The sixteen characteristics of an autonomous learner, grounded on the literature of learner autonomy, were analyzed and interpreted within these four dimensions. The qualitative method of inquiry was implemented to get a detailed understanding of the three learners' autonomy. The data was collected through qualitative research methods including questionnaire, interview, journal and mind-map. Due to the nature of the study, content analysis was preferred to analyze and interpret the collected data and a coding scheme consisting of sixteen characteristics was created (See Appendix A). The analysis of each component displayed that the three learners had varied degrees of autonomy and the obtained data supported the notion of autonomy as a complex system. It revealed that autonomy is a complex phenomenon which necessitates different agents interacting not only with each other but also with other components, by this way constitutes the non-linear, dynamic and nested system of autonomy. Keywords: Learner Autonomy, Complexity of Autonomy, Dynamism of Autonomy