Figure 2. Some examples of macro-descriptors: planning (http://www.sprachenzentrum.fu-berlin.de/en/v/autonomiemodell/planen/index.html) In order to make the description manageable in different learning situations (e.g. in classroom learning, in self-directed learning, in informal learning), the descriptors do not refer to specific situations or to specific languages. However, even if they are not contextually bound, they are formulated for and tested within the context of language learning in higher education. These descriptors are not intended to be exhaustive nor to be normative. They do, however, offer a wide spectrum of competences in order to serve as a tool for raising learners’ (and advisors’) awareness of what could be worth focusing on in autonomous learning processes. Unlike descriptors for language skills, these descriptors are not scaled, since there is no consensus in the researching community on levels of learner autonomy. However, micro-descriptors offer some differentiation (see the examples for ‘planning’ and ‘monitoring’ in Figure 3 and 4) in order to account for diverse or partial competences and/or for different learning styles.
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