Investigating Students’ Readiness to Autonomous Learning in EFLClasses: Students’ and Teachers’ Perceptions.The Case of First Year License StudentsUniversity of Mohamed Seddik Ben Yahia-Jijel

Abstract

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