Prompting Learners' Autonomy EFL Teachers’ Perceptions towards Learner Autonomy in the Faculty of Education at Al-Mergeb University

Abstract

Learner autonomy has gradually played a fundamental role in educational research in the 21st century. Accordingly, the focus of this study was to explore EFL teachers’ perceptions of promoting learner autonomy. Eighteen English Language teachers participated in semi-structured interviews. Qualitative data were analyzed through content analysis. The findings showed positive attitude of the participants towards the promotion of learner autonomy in language learning. The roles of teachers were identified as a facilitator, a counselor, and a resource in promoting learner autonomy.