Exploring EFL Teachers’ and Students’ Perceptions of Learner Autonomy in Egyptian Technical Schools

Abstract

This study aimed at exploring the perceptions of learner autonomy of 265 students and 89 EFL teachers in technical secondary schools in Egypt. Both qualitative and quantitative data were collected through student questionnaire, teacher questionnaire, and teacher interviews. The findings revealed that the participants; students and teachers, have positive views about learner autonomy in language learning. Students were generally aware of the autonomy-boosting practices and teachers" roles in fostering autonomy. Students were neutral about their ability to choose course materials and use appropriate strategies to learn English. The results also showed that EFL teachers had clear understanding of the concept of learner autonomy and were mostly aware of its importance in EFL classes. However, they perceived their students as non-autonomous due to individual and institutional challenges. Both students and teachers were unsure about the relation between cultural backgrounds and autonomy in language learning. Based on the results, some pedagogical implications and recommendations for future research for promoting learner autonomy in secondary technical schools have been provided.

Learner Autonomy in English Language Learning and Factors Influencing Learner Autonomy in the Context of Vietnam

“…He utilized semi-structured interviews and questionnaires to autonomous language learning in terms of observable activities of autonomous language learning and they used questionnaires to collect data and SPSS to analyze data. The results indicated that participants show strong beliefs of autonomous learning, but the behaviors outside class are not at such a high level Khalil and Ali (2018). examined the perceptions of LA of both EFL teachers and learners.They used questionnaires for 265 student participants, and questionnaires and interviews for teachers to collect data.…”