Investigating Efl Teachers’ Perceptions Classroom And Their Practices To Develop Students’ Autonomy: The Case Of The Department Of English At Mouloud Mammeri University Of Tizi-ouzou

Résumé: This study investigates teachers’ classroom ideologies and their practices to develop students’ autonomy. It aims to discover how teachers’ perceptions influence students’ autonomy in the Department of English at Mouloud Mammeri University of Tizi-Ouzou. Therefore, the current research aims to raise the awareness of teaching practitioners in EFL context on how the ideological beliefs and practices can affect students’ development of autonomy. The study adopts Camilleri (1999) and Voller (1997) theories on the teachers’ role in the language classroom and how it can help develop students’ autonomy. To carry out the research, interviews were conducted with five English teachers of English at UMMTO, and questionnaires were distributed to sixteen teachers. Furthermore, this study opts for the mixed method approach, the quantitative data is analysed through a computer program called statistical package for social sciences, and the qualitative data is analysed through qualitative content analysis. The results reveal that teachers believe in learners’ autonomy mainly the partial autonomy. One of the main findings of this research paper is that teachers’ ideological beliefs influence positively on their teaching practices in the classroom. In addition, the results indicate that there is some divergence among the teachers. In fact, teachers’ beliefs about the importance of being ‘facilitators’, ‘counsellors’, and ‘guides’ and they encourage their students to learn inside and outside the classroom. However, they are not explicit about the way they guide their students outside the classroom

Publié dans la revue: