UNCORRECTED PROOF Language Learner Autonomy Jo Mynard, Kanda University of International Studies, Chiba, Japan © 2024. Abstract This article explores learner autonomy in language education from its inception in the late 1970s, highlighting its shift from self-ac- cess centers to classrooms and other contexts. Learner autonomy is the ability to manage one's learning through self-directed and cooperative behaviors, supported by constructivist, sociocultural, and situated learning theories. Practical implementations in di- verse educational settings are discussed, demonstrating how autonomy can be fostered through classroom strategies, critical reflec- tion, assessment practices, and technology-mediated interventions. The article highlights the link between autonomy and enhanced language proficiency and shows how learner autonomy plays a critical role in empowering language learners to take charge of their learning. It also includes some recent developments in the field that facilitate this process, namely the growth of language learning beyond the classroom, the evolution of self-access, and one-to-one advising. Key Points Historical Evolution: • Originated in the late 1970s influenced by adult education movements. • Transition from a novel concept to a central tenet in language learning theory and practice. Definitions and Theories: • Defined as the ability and willingness to take charge of one's own learning. • Supported by constructivist theories, Vygotsky's sociocultural theory, and theories of situated learning. Practical Applications: • Implementation of learner autonomy in classrooms through logbooks, portfolios, and collaborative projects. • Use of technology and classroom strategies to enhance autonomous learning. • Structured activities that promote planning, decision-making, and evaluation through critical reflection. Research and Evaluation: • Empirical research is sparse, partially due to its intertwined nature with language proficiency. Taking this view, explicit assessment may be unnecessary. • Ongoing research may be needed to refine concepts and evaluate the effectiveness of approaches to fostering learner autonomy. Recent Developments: • Technological Advances: • Use of online platforms, social media, and mobile-assisted tools to extend learning beyond the classroom. • Exploration of frameworks like mobile-assisted language learning (MALL) and Mindtools to promote reflection and autonomy. • Self-Access and language learning beyond the classroom (LLBTC): • Evolution from physical self-access centers to incorporating broader, inclusive, and dynamic learning ecosystems. • Increasing role of online learning spaces, or a learner's personal ecosystem of spaces, taking an environmental—or holistic—view of learning. • Advising: • Role of advising and one-to-one reflective dialog in promoting autonomy. • Advising research explores theoretical conceptualizations, practical applications, and advising dialog. Introduction The exploration of learner autonomy within language teaching and learning has evolved significantly since its inception in the late 1970s (Table 1). Over the five decades, it has transitioned from a novel educational ideal to a central tenet of contemporary language learning theory and practice. It is broadly defined as the ability and willingness to take charge of one's own learning. Its origins trace back to the adult education movements of the late 20th century and the pioneering work of Henri Holec. Initially, learner autonomy was associated with self-access centers, where learners were provided with materials they could work on, usually by themselves, outside class hours (Lit- tle, 2007). However, it was soon discovered that learners needed support, which was desirable both inside and outside the classroom. The concept gathered traction, particularly in the 1980s, and it complemented a general shift from teacher-centered to learner-centered edu- cation, recognizing the learner's active role in the learning process. Language proficiency and learner autonomy are inextricably linked, meaning that autonomous learners are more effective language learners; they understand themselves and the psychological processes that affect their learning, and they know how to manage the mechanics of learning (i.e., how to set goals, make and implement a course of study, and evaluate their progress.) Additionally, autonomous language learners take charge of their learning in a self-directed way, reflect 1