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

dc.contributor.author	Egneber, Naiema Farag
dc.date.accessioned	2022-08-04T09:09:54Z
dc.date.available	2022-08-04T09:09:54Z
dc.date.issued	2020-03
dc.identifier.issn	2710-3781
dc.identifier.uri	http://dspace.elmergib.edu.ly/xmlui/handle/123456789/1199
dc.description.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.	en_US
dc.language.iso	en	en_US
dc.publisher	ELMERGIB UNIVERSITY	en_US
dc.title	Prompting Learners' Autonomy EFL Teachers’ Perceptions towards Learner Autonomy in the Faculty of Education at Al-Mergeb University	en_US
dc.type	Article	en_US

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