Implementing Collaborative Learning for Enhancing Learner s’ Autonomy Case of First Year Master Students, English Didactics and Linguistics.

Abstract

The notion of autonomy is neglected in the Algerian Educational system especially universities. While English now is taught using competency based approach that focuses on making EFL learners more independent and self-reliant through the application of different language learning strategies. This research is designed to investigate the possibility of enhancing learner autonomy through the implementation of collaborative learning. The purpose of the study is to discover whether or not students prefer using collaborative learning in their learning process and how it can foster their autonomy. To reach these objectives, an analytic descriptive method is implemented namely; two questionnaires. The first one was addressed to 103 first year master students of both English Didactics and Applied linguistics specialties. The second questionnaire was handed for 15 teachers in charge of their modules, at the department of English, Ibn Khaldoun University. In addition to attending their lectures for the sake of determining a class observation. Findings indicate that first year master students prefer use collaborative learning strategies in their learning process, and find the later helpful for enhancing their autonomy level, however teachers do not introduce any kind of collaboration in the class while they agree that collaborative activities can improve students’ autonomy besides suggestions to implications like introducing much more collaborative learning strategies such as TPS( Think, Pair, Shar) and presentation of project work, consulting student to decide about the lessons objective, strategies and activities in the learning of the language.