Teachers-Learners Roles within an Autonomous Learning Process.

Abstract

The present research investigates the EFL students and teachers’ perception of the concept of autonomy. It attempts to reveal both of teachers and learners’ roles within an autonomous learning process; and how the concept of autonomy is understood and used in Algerian Universities. The current research is a case study designed to investigate the perception of the concept, how it is used, and to what extent the learners are ready to be autonomous in their learning. The purpose is to look for ways to promote EFL learners’ autonomy at University level. For this purpose, two research instruments are used: questionnaires, and semi-structured interviews. The findings of the research reveal that EFL students and teachers are not sufficiently aware of the concept and find it even difficult to implement in learning. Suggestions and recommendations to teachers, learners and policy makers are provided for the aim of building a concept of learner autonomy in EFL at University level in Algeria. There is a need to integrate learner autonomy in English learning as a gradual procedure based on training of EFL teachers and learners. This study argues for an urgent need to promote learners autonomy at University level which is nowadays a characteristic of almost all University students in advanced countries.