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To Be Autonomous or Not to Be : Issues of Subsuming Self-Determination Theory Into Research on Language Learner Autonomy / Man-Kit Lee.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 220–228. The topic of language learner autonomy (LLA) has garnered research attention for more than 30 years. The link between LLA and second language (L2) motivation has been established through the accounts of autonomy in Edward Deci and Richard Ryan s (1985, 2000) self-determination theory (SDT) (e.g., Dickinson, 1995; Ushioda, 2011). However, the concepts of autonomy in LLA and in SDT are based on different presuppositions. LLA focuses primarily on the notion of the capacity to take charge of one s own learning (Holec, 1981; Oxford, 2015), whereas autonomy in SDT is not construed with respect to any specific behaviour. Autonomy in SDT is concerned with volition; as long as the reasons underlying a behaviour (whether it be taking charge of one s actions or not) concur with the self, the behaviour is considered autonomous (Deci & Ryan, 2012). It appears that the differences and connections between the two senses of autonomy have not been made clear in the L2 literature. This problem has led to misconceptions (e.g., autonomy in SDT has been mistakenly equated with independence or exercising control) and questionable motivation-based rationales for encouraging learners to take charge of their learning in previous L2 studies. These concerns need to be addressed so that L2 researchers and practitioners can be more accurately and more fully informed about the positive and negative motivational consequences of promoting LLA. This article compares the conceptualizations of autonomy in language learning and SDT, discusses the above-mentioned misconceptions and contentious arguments in prior L2 studies, and identifies areas for future research.
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