Difficulties Of Developing Learner Autonomy In The Algerian Esp Context: The Case Of Essa-alger Students

Résumé: This study addresses learner autonomy-related issue within an ESP context in an Algerian engineering institution. It takes departure from a previous study (Selama, 2018), which reported a little attention being given to autonomous learning by ESP students. Based on the aforementioned study results, it has been argued through this paper that developing learner autonomy is conditioned by a set of factors. In line with this, the existing literature has identified a broad range of personal, interpersonal, institutional and cultural factors which have a substantial impact—both positive and negative—on student’s life-long learning skills. Accordingly, the present research sets out to investigate what may lead students to have such attitudes towards autonomous learning. To achieve research’s goal, the targeted students were surveyed through a questionnaire. Based on the obtained results, some recommendations are made in order to overcome learner autonomy constraints within and beyond the ESP context.

Publié dans la revue: دفاتر البحوث العلمية