Investigating Teachers Beliefs in Developing Learners’ Autonomy in an EFL Classroom

Abstract

The concept of learner autonomy and the focus on learner reflection and taking responsibility of their own learning process has received broad international attention in the last three decades. Both scholars and practitioners discussed learner autonomy as a controversial concept in teaching nowadays. The aim of this study is to explore teachers’ beliefs about learner autonomy in an EFL classroom in the Algerian context. This study attempts to discover whether high school learners in Algeria are ready to be autonomous or not in learning English. In another hand, it seeks to explore the sense of responsibility that teachers have in helping their learners become more autonomous after the reforms in the educational system in Algeria and the shift towards a more learner-centred approach. An approach that considers learners as a central point in the teaching-learning process using the Competency-Based Approach (CBA). This approach necessitates the autonomy of learners to be a major competency to be developed. This paper is a case study in which participants are high school teachers and learners. The results of the study are discussed and recommendations for further research are provided.



Author Information
Fatima Zohra Athmani, University of Algiers 2, Algeria

Paper Information
Conference: ECLL2019
Stream: Psychology of the learner

This paper is part of the ECLL2019 Conference Proceedings (View) The full paper is not available for this title


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