An exploration of the related literature reveals that all instruction methods aim at training autonomous learners. After the turn of second language pedagogy toward learner-oriented strategies, learners’ needs were more focused. Yet; the historical, social and political aspects of learning were still neglected. The present study investigates the notion of autonomous learning and explains its various facets from a pedagogical point of view. Furthermore; different elements, fields and scopes of autonomous learning will be explored. After exploring different aspects of autonomy, it is postulated that liberatory autonomy is highlighted since it not only covers social autonomy but also reveals learners’ capabilities and human potentials. It is also recommended that learners consider different elements of autonomy such as motivation, knowledge, confidence, and skills., {"references":["R. Akbari, Recent Developments in Foreign Language Teaching: A\nBrief Review. Roshd EFL, vol. 20, No. 76, pp. 25-32, 2005.","S. Benesch, Critical Thinking: A Learning Process for Democracy.\nTESOL Quarterly, vol. 27, No. 3, pp. 545-547, 1993a.","S. Benesch, ESL, Ideology, and Politics of Pragmatism. TESOL\nQuarterly, vol.20, No.34, pp. 705-716, 1933b.","S. Benesch, Thinking Critically, Thinking Dialogically, TESOL\nQuarterly, vol. 33, No.3, pp. 573-581, 1999.","P. Benson, and P. Voller, Autonomy and Independence in Language\nLearning, London and New York: Longman, 1997.","P. Benson, the Philosophy and Politics of Learner Autonomy, In: P.\nBenson, and P. Voller(Eds.), Autonomy and Independence in Language\nLearning, London and New York: Longman, 1977.","P. Benson, and P. Voller, Autonomy and Independence in Language\nLearning, London and New York: Longman, 1997.","M. P. Breen, and S. J. Mann, Shooting Arrows at the Sun: Perspectives\non Pedagogy of Autonomy, In: P. Benson, and P. Voller, (Eds.),\nAutonomy and Independence in Language Learning, London and New\nYork: Longman, pp. 132-150, 1997.","H. D. Brown, Principles of Language Learning and Teaching (4th\nedition), New York: Longman, 2000.\n[10] H. D. Brown, Teaching by Practices: An Interactive Approach to\nLanguage Pedagogy (2nd ed.), New York: Longman, 2001.\n[11] P. C. Candy, the Attainment of Subject-Matter Autonomy. In: D. Boud,\n(Ed.), Developing Student Autonomy in Learning, London: Kogan, pp.\n59-76, 1998.\n[12] V. Cook, L2 Learning and Language Teaching (3rd edition), London:\nHodder Arnold, 2001.\n[13] P. Foster, and A. Ohta, Negotiation for Meaning and Peer Assistance in\nSecond Language Classrooms, Applied Linguistics, vol. 26, No. 3, pp.\n402-430, 2005.\n[14] P. Freire, Pedagogy for the Oppressed, New York: Continuum, 1970.\n[15] P. Freire, the Politics of Education, United States of America: Bergin\nand Garvey, 1985.\n[16] S. Hurd, T. Beaven, and A. Ortega, Developing Autonomy in a Distance\nLanguage Learning Context: Issues and Dilemmas for Course Writers,\nSystem, No, 29, pp. 341-355, 2001.\n[17] B. Johnston, Putting Critical Pedagogy in Its Place: A Personal Account,\nTESOL Quarterly, vol. 33, No. 3, pp. 557-565, 1999.\n[18] M. K. Kabilan, Creative and Critical Thinking in Language Classrooms,\nthe Internet TESOL Journal, vol. 6, No. 6, p. 106, 2000.\n[19] H. Katznelson, H. Perpignan, and B. Rubin, What Develops Along With\nThe Development Of Second Language Writing? Exploring the: By-\nProducts, Journal of Second Language Writing, No.10, pp.141-159,\n2001.\n[20] B. Kumaravadivelu, the Post Method Condition: Emerging Strategies for\nSecond/Foreign Language Teaching, TESOL Quarterly, vol. 28, No. 1,\npp. 27-49, 1994.\n[21] B. Kumaravadivelu, Toward Post Method Pedagogy, TESOL Quarterly,\nvol. 35, No. 4, pp. 537-561, 2000.\n[22] B. Kumaravadivelu, Beyond Method: Macro Strategies for Language\nTeaching, New Haven: Yale University Press, 2003.\n[23] W. Littlewood, Self-Access: Why Do We Want It And What Can It Do?\nIn: P. Benson, and P. Voller (Eds.), Autonomy and Independence in\nLanguage Learning, London and New York: Longman, 1997.\n[24] S. McDonough, Applied Linguistics in Language Education, London:\nArnold, 2002.\n[25] D. Nunan, Designing and Adapting Materials to Encourage Learner\nAutonomy, In: P. Benson, and P. Voller (Eds.), Autonomy and\nIndependence in Language Learning, London and New York: Longman,\npp. 199-203, 1997.\n[26] M. J. O'Malley, and A. U. Chamot, Learning Strategies in Second\nLanguage Acquisition, Cambridge: CUP, 1990.\n[27] R. L. Oxford, Language Learning Strategies, In C. Ronald, and D.\nNunan, The Cambridge Guide to Teaching English to Speakers of Other\nLanguages, Cambridge: CUP, 2001.\n[28] A. H. Penaflorida, Nontraditional Forms of Assessment and Response to\nStudent Writing: A Step toward Learner Autonomy, In: J. C. Richards,\nand R. A. Willy (Eds.), Methodology in Language Teaching: An\nAnthology of Current Practice, Cambridge: CUP, 2002.\n[29] A. Pennycook, The Concept of Method, Inserted Knowledge, and the\nPolitics of Language Teaching, TESOL Quarterly, vol. 23, No. 4, 1989.\n[30] A. Pennycook, Cultural Alternatives and Autonomy, In: P. Benson, and\nP. Voller (Eds.), Autonomy and Independence in Language Learning,\nLondon and New York: Longman, 2007.\n[31] A. Pennycook, Introduction: Critical Approaches to TESOL, TESOL\nQuarterly, vol. 33, No. 3, 1979.\n[32] J. C. Richards, and T. S. Rogers, Approaches and Methods in Language\nTeaching (2nd Ed.), Cambridge: CUP, 2001.\n[33] J. C. Richards, and T. S. Rogers, Longman Dictionary of Language\nTeaching and Applied Linguistics (3rd Ed.), London: Longman, 2002.\n[34] S. Sheerin, an Exploration of the Relationship between Self-Access and\nIndependent Learning, In: P. Benson, and P. Voller (Eds.), Autonomy\nand Independence in Language Learning. London and New York:\nLongman, 1997.\n[35] G. Sturtridge, Teaching and Language Learning in Self-Access Centers:\nChanging Roles? In: P. Benson, and P. Voller (Eds.), Autonomy and\nIndependence in Language Learning, London and New York: Longman,\n1997. [36] P. Ur, a Course in Language Teaching: Practice and Theory, Cambridge:\nCUP, 1996."]}