The Role of Teacher Autonomy in Learner Autonomy Soyhan Egitim, Tokyo University of Science <soyhanegitim@gmail.com > Abstract The goal of this paper is to gain a deeper understanding of the role of teacher autonomy in the development of learner autonomy. Firstly, the general attributes of autonomous teachers are identified. Next, the teacher’s role in scaffolding and learner support was emphasized through the illustration of regular weekly homework assignments and learner goal- setting practices. The conclusion indicates that learner autonomy is an essential element for successful learning and the teacher’s gradual withdrawal from the learning process is needed in order to foster autonomous learning skills in students. Introduction The importance of autonomy in learner development has been widely emphasized over the past three decades. Holec (1981) defined autonomy as one’s own ability to take control of one’s own learning. If we think about the classroom implications of this definition, we can assume that the control of learning is gradually handed over to students in order to create the right environment for them to develop their autonomous learning skills. Little (1991) suggests that autonomy can be developed and deployed in a number of ways and situations, including in the classroom. In a traditional teacher-centered classroom environment, teachers are perceived as the ultimate authority, and it is they who are expected to control and direct the learning process. Since teachers have the power, they also have the ability to change learners’ perception of the teacher’s role and of their own learning process. Benson (2001) describes autonomy as an attribute of the learner’s approach to the learning process. The development of this attribute can be linked to the learner’s ability to reflect on their own learning. Learner reflection involves linking a current experience to previous learning which is especially important during the language learning process. Since language learners are expected to apply the new language to various daily life or classroom situations they encounter, which is how language retention takes place, their reflection on their own learning becomes essential in their language acquisition. According to Gibbs (1998),“It is not sufficient simply to have an experience in order to learn. Without reflecting upon this experience it may quickly be forgotten, or its learning potential is lost (p.9).” Learning Learning 『学習の学習』22 (1): Featured Article 学習者ディベロプメント研究部会 <ld-sig.org /> 21 Featured Article フィチャード　アーテイクル