Investigating the Role of the Teacher in Promoting Language Learning Autonomy: Perceptions and Practices. The Case of Second Year Students and EFL Teachers at M'sila University

Abstract

Recently, Learner autonomy has been valued to be a desirable goal in language education. With the shift from the traditional teaching approach to the learner-centered approach, there has been a focus on the benefits of learner autonomy to the success of language learning process. This study aims at investigating the role of EFL teacher in promoting language-learning autonomy. It seeks to uncover learners' perceptions about the role of teacher in an autonomous language-learning context, as well as teachers' views about their roles and what they are expected to do to promote learner autonomy, and how this is implemented in their practices. In trying to achieve the objectives of the study, questionnaires were submitted toEnglish second year students at M'sila University, and EFL teachers at the same department. In addition, an interview was conductedwith some teachers for more clarifications. The findings of this research revealed that teachers have a good perception about the notion of learner autonomy and their role in an autonomous language-learning context. However, they consider their students far away from being autonomous. They admitted that they do personal efforts to adopt multiple roles for the sake of sparking the sense of responsibility in their learners. The study revealed also that EFL teachers at M'sila University often play the role of "facilitator" and "Resource" to promote autonomy in their learners. Meanwhile, students have a good perception about the notion and its importance in language learning. Yet, they misperceive the role of the teacher and they have a limited knowledge about their own as well their teachers' limited responsibilities.