Exploring Learner Autonomy in Writing: The Case of Third Year Undergraduate Students and Teachers at the Department of English, University of Jijel

Abstract

Implementing and promoting learner autonomy in English as a Foreign Language teaching/learning and particularly in writing is still at the core of interest of many educators and researchers in language for its significance and benefits. The present study was conducted with the primary objective of exploring learner autonomy in writing at the Department of English, University of Jijel. To answer the study’s research questions, sixty (60) third-year students were randomly chosen to complete a questionnaire that explores their attitudes towards learner autonomy and verifies whether these students are autonomous in writing. In addition, two (2) third-year teachers of writing at the department voiced their perspectives towards learner autonomy through a teacher questionnaire. The results yielded by both questionnaires revealed that both third-year students and writing teachers have positive attitudes towards learner autonomy