Investigating Teachers’ And Learners’ Attitudes Towards The Affectiveness And The Applicability Of Autonomous Learning In Larbi Ben M’hidi University

Résumé: Decades of research have focused on learner autonomy and its impact on the teaching \ learning process. Some studies confirm that students have a sense of responsibility concerning their learning, while others showed the opposite. The present research is concerned with showing to what extent autonomous learning is important in the Algerian context in general and in Larbi Ben M'hidi University in particular. It is an attempt to figure out if students are ready to direct their learning and whether teachers have effective strategies in order to help their students develop their autonomy. In order to reach these objectives, two questionnaires were administrated to both teachers and learners. The finding have revealed that teachers see their students as non-autonomous learners because they don't have a sense of responsibility towards their learning. On the other hand, teachers have a great role in making the applicability of this autonomy possible through the use of many strategies which are helpful for students to be autonomous learners. Concerning the students who have responded to the questionnaire, they have positive attitudes towards learner's autonomy. They see themeslves ready to be selfdirected learners as they have the ability to handle their learning process. Consequently, it is recommended that learner autonomy should be given more attention by all the Algerian universities as it is a basic goal in almost all foreign universities.

Publié dans la revue: