This book takes an ethnographic approach to investigating learner autonomy in a case study of a Syrian university English language centre. The focus of this study is how learner autonomy is perceived by teachers and students, how it is practised and what socio-cultural factors affect the participants interpretations and practice of autonomy in English language teaching and learning. A major finding of this study is that autonomy is best understood not in terms of individual teachers or students views and constructions, but as the product of a constant process of the interaction and...