on learning styles and strategies has not fully answered this type of questions, which opens
a big area for further researehɪ 1.
Attitude-wise, the most important point is the learner's willingness to Ieam in a self-
directed way. Being self-directed, as was stated above, means to be able to make decisions
about managing learning. In these terms, we have to remind ourselves that decision number
1 is to decide whether to be self-directed or not (and deciding not to, as I see it, is a right any
autonomous learner has). There have been many cases in which someone else (the
institution, the teacher, the government educational policy) and not the learner decides in
favour of self-direction. In fact, the field of learner autonomy is full of phrases such as: "the
decision we make for our students" (in a MA lecture), "learners are given the opportunity"
(in a book), "Is learner responsibility a good thing?" (as a topic to discuss during a
symposium) etc. Such uses of pronouns and passive voice clearly resembles the fact that the
person(s) that is making the decision for self-direction is not the Ieamerl2. In the extreme
case, that is not very uncommon, the learner does not even know that she is taking part in an
autonomous learning scheme, something which, in definition, seems impossible.
Some paragraphs above, I stated that, within a cognitive framework of self-directed
learning the attitudinal factor has a very relevant role. It was also said that behind the
learner's attitude towards self-direction, there lies a whole belief system that supports it. The
problem is that there are many elements that make up this system of beliefs. Elements such
as one's past learning experience, self-image, concept of the target language and culture, and
future expectations, all seem to contribute to the development of attitudes. There are some
authors who propose different procedures to change attitudes (Wenden, 1991, 118-135)
However, as I see it, there are two important aspects to take into consideration. On the one
hand, underlying any attitude, there is a system of beliefs that needs to be analysed. On the
other hand, no teacher (or counsellor, researcher or support device) can change learners'
attitudes. The only thing they can do is set the right conditions for the learners to change
their own attitudes, if they decide to do so. Paradoxically, this resistance to change attitudes
is another proof of the learner being autonomous. Again, it would be sensible to ask
ourselves if the obstinate effort to change attitudes goes against the autonomy the teacher is
working for.