Teachers and Learners perspectives on The Effectiveness of LA on Students’ performance

Abstract

Learner autonomy has recently been at the centre of language learning studies around the world. A capacity for lifelong learning is essential for language learners to successfully adjust in a world that is changing so quickly in light of enormous scientific and technical advancement. The idea of learner autonomy was introduced in the higher education setting with the intention of creating responsible learners who can take charge of their own learning. The present research attempts to investigate the importance of autonomous learning in the EFL classrooms and the impacts that this act has on effective and successful education as well as learners’ professional achievement, and to encourage the adoption of autonomy in English language learning university classrooms. This research is a case study designed to investigate teachers' and students' perspectives and attitudes about their roles, capacities, and readiness to use autonomous learning strategies. For this purpose, the study is based on a questionnaire sent to sixty (60) Third Year English Students and ten (10) Teachers from the English Department at Mila University Centre. The findings of the research reveal that the majority of the students and teachers had 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 highlights the main challenges they face, such as the lack of motivation, the weak level in English proficiency and students unwillingness to become autonomous both within and outside of the classroom. By doing so, we expect that both teachers and students would be more aware of their important role in promoting learner autonomy at our university level which is nowadays a characteristic of almost all university students in advanced countries.