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In the 21st century, the importance of helping students become more autonomous in their learning has become one of its most prominent themes. Autonomy is usually defined as the capability to take charge of, or responsible for, one’s own learning. Nowadays, autonomy is widely accepted as a desirable goal in education. With promoting learner autonomy as the ultimate goal of education comes the question of how to foster learner autonomy. In this essay, we are arguing for the provision of circumstances and contexts for language learners through developing process syllabuses in the language classroom to help them make decisions for their own learning through negotiations. This practice of negotiated syllabus emphasizes the value of collaborative learning, learner-centredness, learner autonomy and shared decision making. We practiced producing process syllabus in the Advanced Speaking and Listening Course between 2006 and 2008 and we found out that through negotiations of purposes, contents, ways of working and evaluation, students are going through the various stages of producing languages and by shifting the power into students’ hands, they become highly motivated and whole-heartedly involved and take on greater responsibility for their own learning

Promoting Learner Autonomy through Developing Process Syllabus—Syllabus Negotiation: the Basis of Learner Autonomy*