Exoloring students' perceptions of autonomous learning from vygotskian social constructivism perspective

Abstract

The present case study investigates Yahia Fares University first year EFL students’ and their teachers’ perceptions of the learner autonomy. It attempts to examine the perception that students hold regarding their responsibilities and those of the teacher, their abilities and their willingness in English language learning and teaching process. The study also aims at exploring the teachers’ perception of autonomy and their practices for its promotion. For this purpose, the study was conducted with 69 first year EFL students and 4 teachers in the English department. Both quantitative and qualitative data were collected through three different sources; students’ questionnaire, students’ interviews and teachers interview. The findings of the research reveal that both students and teachers have positive views about learner autonomy. However, it also reveals the students’ inability and unwillingness to assume responsibility for their learning.