The Effectiveness Of Autonomy Supportive Teaching On Learners' Speaking Proficiency

Résumé: Thanks to the wide approval of learner-centeredness in FL teaching, more weight is currently set on the concept of "learner autonomy". Relatively, speaking English is, no doubt, essential as it is a globally recognized language in almost all fields. The purpose of the current study hence, is to explore the effect of autonomy supportive teaching on promoting the speaking skill in EFL secondary school learners. To carry out this research and confirm or reject our hypothesis, two questionnaires are administered; one for EFL secondary school teachers and another for first year scientific stream secondary school pupils at Dahdouh Guettaf secondary school, Constantine. Analyses of the results show that first year secondary school pupils are aware of the importance of enhancing their oral proficiency. Furthermore, they are longing for more engaging classroom atmosphere and safer teacher-learner relationships. From another perspective, teachers are as well mindful about the significance of the speaking skill. However, they lack implementing autonomy supportive teaching in their classrooms as it contradicts with their perception of "discipline and authority". Finally, this study ends up by providing some suggestions for more accurate, fruitful, and supportive learning.

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