Enhancing Autonomous Learning among Foreign Languages Learners: the Case of Study of English Learners at Ibn Khaldoun University.

Abstract

The present study sheds light on the phenomenon of autonomy in foreign language learning, the case of English. It aims at exploring the positive impact of autonomy on the acquisition of foreign language learning and the ways to enhance learners' autonomous learning. The study adopts both quantitative and qualitative research tools. The quantitative method deals with the analysis of the yields of the questionnaire administered to students from the three LMD levels of English section; the qualitative method consists in an interview submitted to a group of English teachers at the University of Ibn Khaldoun, Tiaret. The results confirm the hypotheses of the study of the positive role of autonomy to expose learners to independent learning and bring the learning process to positive outcomes. The results also assert the need for promoting autonomy at universities to lift foreign language learning to higher levels and better outcomes.