Efl Teachers’ Perceptions Of Learner Autonomy In The 21st Century Algerian Secondary Classrooms

Résumé: Over the last few years, traditional classroom instruction has been gradually replaced by learner-centered approaches that place students at the center of the learning process. The drive towards these approaches has emphasized learner autonomy in language learning. Therefore, teachers have to aid students in becoming self-directed to meet their needs. However, Secondary school teachers face challenges in implementing learner autonomy in their classrooms. Thus, the fundamental purpose of this descriptive study is to investigate EFL teachers' perspectives of learner autonomy and shed light on the challenges they encounter. The findings revealed that although teachers know what learner autonomy entails, there are obstacles to implementing it in their classrooms.

Publié dans la revue: مجلة النص