In curriculum-based approaches to learner autonomy, the ideal autonomy underlying language learning, namely that learners can develop the ability to exercise control over their learning, is extended from particular classroom situations to the program as a whole. Thus, the fundamental question in curriculum-based approaches is: "What should be included in the curriculum to make it conducive to the development of learner autonomy and to provide learners with the opportunity to pursue their own directions and make fruitful choices for their own learning progress? "?" (Trebbi, 2003, p. 170) In the same vein, Cotterall (2000) introduced a curriculum-based approach to promoting learner autonomy. According to Cotterall (2000), the greatest challenge in promoting autonomy is the transfer of responsibility for decision-making regarding learning from the teacher to the learners. To overcome this challenge, Cotterall introduced five principles regarding learner goals, the process. of language learning, tasks, learner strategies and reflection on learning, which are also consistent with Littlewood's (1996) framework of learner autonomy in institutional contexts of education. There are different ways to implement autonomy in the classroom, but the commonality between them is the need to give learners the opportunity to take responsibility for certain aspects of their own learning process. literature on approaches to autonomy in the classroom, work cycles and tasks are presented as ways in which autonomy can be applied in the classroom and students can take advantage of this to promote their level of autonomy (Legenhausen, 2003 & te..... . the middle of the article may be an additional part of a language course, or it may be a course in its own right. Technology-based approaches Although less has been said about autonomy approaches based on technology in the literature, much can be done to foster autonomy through technology. Technology-based approaches and resource-based approaches have much in common in their emphasis on learning materials and content. However, as the name suggests, technology-based approaches emphasize the function of technology in learning. provision of and access to learning materials. These approaches build autonomy through learners' independent use and interaction with technology. Technology-based approaches have much in common with the field of CALL. The two approaches to language teaching are not the same, however, as not all forms of CALL explicitly aim to foster autonomy..