EFL Learners' Autunomy in Learning English Vis-A-Vis Teachers' Role in the Development of Learner Autonomy

Abstract

The purpose of this study was to examine grade twelve students' and their teachers' perception and practice in the development of learner autonomy at Emdibr Preparatory School. To achieve this purpose, descriptive survey method was employed. Simple random sampling was used to select 112 subjects out of 398 student population. The obtained data were analyzed by employing statistical tools such as frequency, percentage, mean, Chi-square and independent sample t-test using SPSS window 15 software. Participants' responses show that students did not seem to exert effort in involving autonomous learning activities. Similarly, the teachers do not seem to encourage learners to do these activities and tasks by themselves. On the other hand, there is no significant difference in students and teachers perception of taking responsibility. Independent sample t-test between teachers' and students' perception of students' ability in language learning is 3.34, p= 0.00. Concerning language learning strategy use students and teachers usually employ cognitive strategies. Teachers rarely employ monitoring and evaluation strategies in their instruction. English language teachers are recommended to be aware of the value of independent language learning, to be prepared to assume new roles in the classroom, to prepare autonomous learning contents and tasks in their instructions. They should provide learners with choice based on their needs and involve them in decision-making in their learning so that their motivation is enhanced.