Learner Autonomy At A Tertiary Level: Teachers’ Perceptions And Attitudes

Résumé: The past decade has witnessed a radical change in the ideologies of teaching and learning a foreign language. There has been a shift from what is called “teacher-centered” classrooms to “learner-centered” settings, driven by the desire to make learning autonomous. Algeria is a developing country that is trying to keep up with the global fashion in teaching a foreign language, namely training the new generation of learners to be independent as it is a key skill that is required in the 21st century. The present study aims at investigating EFL teachers’ perceptions and attitudes towards learner autonomy as well as their teaching practices that help make the learning process more self-dependent at a tertiary level. The research at hand opted for a qualitative approach, where an online survey was administered to 25 teachers that are currently working at the University of Jijel.

Publié dans la revue: المحترف