Cultural Values And Readiness For Learner Autonomy In The Algerian Context: English As Foreign Language Teachers’ Perspectives

Résumé: In Algeria, the notion of learner autonomy, henceforth (LA), is a relatively new concept and research about its suitability in the Algerian context has been accorded a minor share in EFL research. The study at hand aims chiefly at probing into EFL teachers’ beliefs towards LA and explores whether the Algerian culture affords or constrains students’ readiness for autonomy. The results reveal that both the national culture and the learning culture are restricting the development of learner autonomy in different ways. Predominantly, participants believe that students’ passivity, parental dictatorship and linear institutional norms are the most influential challenges discouraging learning autonomously.

Publié dans la revue: مجلة الرسالة للدراسات والبحوث الإنسانية