Résumé:
Learner autonomy has gradually played a fundamental role in the field of language teaching
and learning in the last few decades. For the development of learners autonomy in English
as a Foreign Language classes, learners need to become more active, critical, reflective and
aware about what they are acquiring. Thus, the focus of this work was to investigate EFL
learners’ readiness to autonomous learning. This dissertation contains two chapters; a
theoretical chapter dealing with the literature review in which the theory of learner
autonomy was presented, and a practical chapter for the analysis of the results obtained.
Two questionnaires were administered for both first year License students (70 students
from 229) and 10 teachers who are teaching first year to gather information about learners’
readiness to autonomous learning. The analysis of the questionnaires confirmed the
research hypothesis which stated that first year License learners of English are not ready
yet to take charge of their own learning. The findings revealed also that EFL students have
negative attitudes towards learner autonomy. Moreover, learners are not aware of language
learning strategies and lack the language skills that enable them to learn independently
