Abstract:
This study attempts to evaluate the application of learner autonomy in third year middle
school textbooks namely, “My Book of English, Year Three” and “Spotlight on English,
Book Three”. It is a comparative analysis to investigate whether middle school EFL teachers
really understand and apply the concept of learner autonomy. Moreover, it seeks to evaluate
the extent to which the newly EFL middle school textbook of English has improved the
implementation of learner autonomy in comparison to the old one. Subsequently, it aims at
analyzing the role of learner autonomy in first and second generation Algerian middle school
textbooks of English. Through this study, two research instruments are used, a textbook
evaluation based on Nunan’s model (2003), and a teacher’s questionnaire. Teacher’s
questionnaire was handed to a sample of fifteen (15) third year EFL teachers of English
middle schools in the wilaya of Jijel. From the overall results, it is concluded that both
textbooks fail to introduce Nunan’s (2003) nine steps to learner autonomy .Both textbooks
could not reach the required level of self –directed learning. Additionally, out of nine steps
three steps are commonly not included in both textbooks. Thus, it can be confirmed that
textbook designers could not provide autonomy- oriented activities that help in creating an
autonomous learning context. This might suggest that learner autonomy is not better
articulated in the newly designed middle school English textbook then the old one. Moreover,
there is a stark contradiction between the findings of the questionnaire and the findings of our
evaluation of the textbooks. This contradiction is an evidence that teachers’ satisfaction rises
from their lack of awareness of the real scope learner autonomy. This false sense of
satisfaction is considered as a real handicap to any reform or innovation of the curriculum
currently in use.
