Autonomous Learning in the Algerian EFL Classrooms:

Abstract

The present research attempts to investigate the effectiveness of autonomous learning and promote it in the Algerian EFL classrooms, as well as, to examine teachers and learners’ perceptions and beliefs regarding their responsibilities, their abilities and to what extent they are ready to implement autonomous learning strategies. It aims to examine the strategy’s effectiveness. For this purpose, the study is based on a survey questionnaire sent to sixty (60) LMD students and fifty (15) teachers from the English department at the University of Yahia Fares. In terms of the methodology, we adopted the mixed-method approach. Data were collected quantitatively and qualitatively from two different sources: the students' questionnaire and the teachers' questionnaire. Then they had to answer a questionnaire about their opinion on autonomous learning. The findings of this research indicated that the majority of the surveyed students and teachers held significantly positive attitudes toward the concept of “Learning Autonomy”, its effects on the EFL classroom, and its importance in promoting their learning process. However, it also reveals the barriers commonly encountered by students, such as their inability and unwillingness to become autonomous inside and outside the classroom. At the end, we hope that teachers will recognize their significant role in helping learners to be involved in learning autonomy. As well as, we hope learners will be more aware of it.