The Factors Fostering Autonomous Learning: The Case Of The Algerian Secondary Education Year One Efl Learners

Résumé: The introduction of the Competency-based Approach (CBA) in the Algerian Education system has brought a new view to how languages are taught. Indeed, the implementation of this approach in (2003) paved the way to changes in classroom practices where the learner became the centre around which all learning processes rotate. The Algerian Ministry of Education has set some objectives in relation to how learners should learn, what skills and competences they should develop, how they should react towards other cultures, and most importantly in our study how they can become autonomous learners.Yet, becoming an autonomous learner is not easy objective to achieve if teachers and learners’ beliefs and attitudes towards autonomous learning are not positive despite their awareness about the existence of the factors mediating autonomous learning throughout the Secondary Education Year One (SE1) ELT textbook At The Crossroads. To carry on this study, a questionnaire was handed to (SE1) EFL teachers and another one was given to (SE1) EFL learners. It was revealed that teachers and learners are not knowledgeable about the existence of the factors mediating autonomous learning in the textbook and that their beliefs and attitudes towards learner autonomy have greatly affected the teaching /learning processes inside and outside the classroom.

Publié dans la revue: مجلة الآداب و اللغات