I used to think that autonomous learning is the same as self-study. Therefore, I just focus on doing exercises in books or watching random English videos independently. I sometimes believed that I did it very well and it helped my study better. But the truth is such activities may lack clear goals or reflection. Indeed, if I can set specific objectives, such as focusing on problematic grammar structures or selecting podcasts at an appropriate level, and then monitor progress by applying strategies like note-taking, self-assessment, and evaluation of outcomes, I will make progress faster. Thus, autonomy is not simply about working in isolation but about developing awareness, reflection, and informed decision-making in the learning process.

When I first heard about learner autonomy, I thought it meant letting students learn completely on their own. In one Grade 4 class, I asked students to choose how to practice new vocabulary. The confident ones quickly created games, but the quieter ones sat still and looked confused.

To solve this, I stepped in and gave some choices such as drawing, acting, or making short sentences. With clearer options, even the shy students began to participate.

I realized I had misunderstood. Autonomy is not leaving students alone but guiding them step by step until they can make decisions confidently. Now I always provide structured options and gradually reduce support as students grow more independent.

To fix this, I started offering structured choices, three curated texts at different levels, each tied to a clear skill focus. I also introduced goal-setting templates like “Today I want to improve my ability to…” and used timers for each stage: 3 minutes to choose, 30 minutes to work, 10 minutes to reflect. This kept autonomy alive but made time use more efficient.

Autonomy works best when students feel confident and supported, not when they’re left to navigate everything alone in a short lesson.

Many people mistakenly believe that autonomy is something learners are simply born with—that students are either autonomous or not. In reality, I have found that autonomy is something that develops gradually with practice, reflection, and support. For example, when I first started learning a new language, I depended almost entirely on the teacher’s instructions. Over time, however, with guidance on setting goals and monitoring my progress, I became more confident in choosing my own strategies and evaluating my learning. This experience shows me that autonomy is not an inborn trait but a skill that can be nurtured and strengthened step by step.

At first, I thought learner autonomy was only suitable for adults or advanced students. With my primary learners, I controlled every step because I believed they couldn’t handle independent choices. But once, I let them decide how to learn new words about “food - some drew pictures, some made flashcards, or others songs. To my surprise, they were more motivated and remembered better. That experience showed me that even young learners can develop autonomy if teachers provide the right guidance and scaffolding.

When I first tried to apply learner autonomy in my class, I thought it meant giving students as much freedom as possible. For example, I once assigned my 8th graders a project where they could choose any English topic to research and present, without giving them clear instructions or suggested steps. I believed that by letting them decide everything, they would feel empowered and become more independent. However, most of them struggled, they didn’t know how to find reliable sources, how to organize information, or how to present effectively. Some students even gave up halfway because they felt confused. Their presentations turned out weaker than expected, and they admitted that they needed more guidance. From that experience, I learned that learner autonomy is not about leaving students alone, but about gradually training them with strategies, guidance, and support, so they can step by step take more responsibility for their learning.

It turns out to be with much collaboration (the teacher also one component in this process), reflection (in which the lesson and syllabus and the teacher's instructions strongly involved) and interaction (between the thinking, critical insights and feedback intellectually).

I used to think that learner autonomy was the same as being a completely independent, solitary learner. I believed it meant I should be able to go to the library, find a book on a topic, and learn everything on my own without any help from others.

However, the presentations made it clear that autonomy is not about learning in isolation. It involves strategic planning, reflection, and even collaboration. It also highlighted that a teacher's role doesn't disappear; it simply changes to that of a facilitator who helps guide the learning process. My understanding was limited to only one dimension of autonomy, but now I see it as a much more comprehensive concept.

At first, I thought learner autonomy meant letting students study completely on their own. I gave them projects and little guidance, but many felt lost and unmotivated. Later, I realized autonomy doesn’t mean “no teacher help.” It means helping students step by step—teaching them how to set goals, use strategies, and make choices—so they can slowly take more control of their own learning.

My misunderstanding of learner autonomy was that I believed giving students “freedom” was enough, thinking they would know what to learn and how to learn it. But in practice, this freedom sometimes turned into confusion, with students picking materials that were either too easy or too difficult. Now I understand that autonomy requires structure because learners still need direction, goal-setting, and reflective support from the teacher to become truly independent.