The present study reports on an attempt to apply the principles of autonomous learning within the curriculum of an online course for teaching English to Iranian adult language learners. The contents of the course (i.e. general English) were delivered using work-cycles (Legenhausen, 2003) and were completed in the form of students’ projects. Each work-cycle started by setting personal learning goals in the planning and negotiation phase, deciding on the project in the decision-making phase, completing the actual project in the project phase, followed by an evaluation of the outcomes in the evaluation phase. Different phases of the cycle fitted autonomous learning framework, enabling the implementation of the principles of learner autonomy. Finally, after the actual implementation of the principles of learner autonomy through work-cycles, learners’ perceptions were assessed to estimate the efficiency of autonomous learning using work-cycles which revealed an overall positive pattern of beliefs. However, despite general success of work-cycles in implementing autonomous learning, a gap between learners’ autonomous beliefs and behaviors was observed which necessitates further preparation in the form of awareness-raising.

中文翻译：

---

工作周期中的自主语言学习：学习者的感知、信念和行为

本研究报告了在向伊朗成人语言学习者教授英语的在线课程课程中应用自主学习原则的尝试。课程的内容（即通用英语）使用工作循环（Legenhausen，2003）并以学生项目的形式完成。每个工作周期从在计划和谈判阶段设定个人学习目标开始，在决策阶段决定项目，在项目阶段完成实际项目，然后在评估阶段对结果进行评估。周期的不同阶段适合自主学习框架，使学习者自主原则的实施成为可能。最后，在通过工作周期实际实施学习者自主原则之后，使用工作周期评估学习者的感知以估计自主学习的效率，这揭示了整体积极的信念模式。然而，尽管工作周期在实施自主学习方面取得了普遍成功，但观察到学习者的自主信念和行为之间存在差距，这需要以提高认识的形式进一步准备。