Lately, the concepts of student autonomy and independence have become important concepts in the area of ​​teaching. The former has become a “buzzword” in the context of learning linguistic communication. Self-directed learning is a technical term in education that means accepting responsibility and taking charge of your own scholarship. There are many different learning patterns and factors that contribute to student achievement of independence. According to Sinclair (2001), learning autonomy is “independent learning, lifelong learning, learning to learn, and thinking skills.” However, student autonomy is the ability to take responsibility for one's own learning, to have responsibility for all conclusions regarding all aspects of this learning, to make decisions independently and to reflect critically on different issues. This ability is not innate, but must be derived from "natural" ability or conventional erudition. It is clear that autonomy is acquired not only in conventional contexts, but also in mere exposure to informal contexts, for example streets, homes and cyber cafés. In order for autonomy in the learning process to be achieved, there are conditions to be devised. Gaining independence in learning is not arbitrary, so it requires compliance with certain measures. The conditions mentioned above include a number of strategies for independent learning. There are two types of strategies: language use strategies and language learning strategies. The former have been defined as strategies for using specific terminology, while the latter are considered conscious and semi-conscious thoughts and behaviors used by scholars with the express aim of improving their knowledge...... middle of the article ......ohen, DA& Dornyei, Z. (2002), Focus on the Language Learner: Motivation, Styles and Strategies: An Introduction to Applied linguistics, Oxford University PressCook, V. (1993) Linguistics and Second Language Acquisition . London: MacmillianHolec, H. (1981). Autonomy and learning of foreign languages. Oxford: Pergamum O'Malley, J.M. & Chamot, A.V. (1990). Learning strategies in second language acquisitionScarcella, R.C. & Oxford, L.R. (1992) The Tapestry of Language Learning, Oxford: Oxford University PressSchumann, J.H. (1978). Social and Psychological Factors in Second Language Acquisition: Understanding Second and Foreign Language Learning, P. 163-178, Newburg House.Wenden, A. 1998. Learner Strategies for Learner Autonomy. Great Britain: Prentice Hallhttp: //itselj.org/ Articles/thomasoulas- Autonomy. htmhttp: //ilearn. 20m/research/zuinde.htm