Imposing Teacher's Authority In Efl Classroom And Its Effect On Learners' Self-efficacy

Résumé: Students face many challenges when they assume responsibility for their learning. This present research investigates the EFL students' and teachers' perceptions of the concept of learners' autonomy. It attempts to reveal teachers’ authority and its impact on students’ autonomy in the EFL classrooms, which is necessary for accomplishing goals and objectives that students hold regarding their responsibilities and those of the teacher in the learning process. Furthermore, the current study finds out about targets to show a heavy reliance on their teachers which may additionally be an obstacle to high-quality learning. The purpose of this research is to look further at techniques, methods, and ways that can promote and achieve EFL learners’ autonomy at Saida University. Being an EFL learner is a challenging task that requires an achievement to an autonomous learner and this cannot be implicated without the instructor's guidance, instruction and motivation. However, one of the main features that might affect the student's autonomy in the EFL learning process is the teacher's authority; the power to give orders and instructions. How the educators are implementing their authority is really significant in promoting students' autonomy.

Publié dans la revue: افاق فكرية