In research on autonomous language learning, it is generally accepted that language learners have an innate capacity to take responsibility for their learning, and this capacity can be developed (Benson 2011, Little et al. 2017). Little (2001) mentioned two reasons for trying to make learners autonomous. First, if learners are reflectively engaged with their learning, it will be more efficient and effective because it is more personal and focused. Second, if learners are proactively committed to their learning, the problem of motivation is solved. Autonomous learners draw on their intrinsic motivation when they accept responsibility for their learning, and success in learning strengthens their intrinsic motivation. Csizér and Kormos (2012, 2014) have hypothesized that in the learning process, student motivation leads to taking responsibility for learning by using self-regulatory strategies, which eventually results in autonomous learning. Therefore, training students to make choices based on decent analysis regardless of the unlimited access to language materials is a new task for language teachers (Illés 2012). Based on the correlational analysis, they have proved a strong relationship between motivation and autonomy (Csizér−Kormos 2012). Dickinson (1993) mentioned that a learner in the condition of total control over the learning process as an autonomous learner and classified learner autonomy as follows: 1) autonomous learners understand what is being taught; 2) autonomous learners can formulate their learning objectives; 3) autonomous learners select and make use of appropriate learning strategies; 4) autonomous learners identify strategies that are not working for them; 5) autonomous learners self-assess or monitor their learning.