Promoting Learner Autonomy

Abstract

Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.

Towards a Glocalized Learner Autonomy: A Systematic Review of Moroccan Higher Education

“…This postulation is further elaborated by the recurring adoption of David Nunan's stages of learner autonomy (Khoudri & Zeriouh, 2023;Moudden & Lamkhater, 2023;Oussou, 2020). While this model has been instrumental in shaping the discourse on learner autonomy, its predominant focus in Moroccan literature can be argued as limiting for the theoretical exploration of a glocalized formulation of LA.…”

“…Teacher encouragement is crucial in this context, as both self-motivation and external motivation significantly contribute to autonomous learning (Lamkhanter, 2022). Oussou (2020) also highlights that EFL teachers are generally ready to promote learner autonomy, emphasizing collaborative autonomy where teachers learn from and with their peers, thus positively influencing their students' autonomy (Oussou, 2020). Additionally, the sociocultural environment significantly influences educational practices, who describe Moroccan English language instructors' adoption of a post-method pedagogy informed by their specific contexts.…”