Engaging English language students in autonomous learning: teachers’ roles and pedagogical approaches

Abtract

Mainstream language learning and teaching literature shows increasing interest in autonomous learning. While early studies often refer autonomous learning to students’ independence and responsibility, increasing interest has paid attention to indispensable role of the teacher in fostering independent learning skills within the classroom context. This paper, being part of a larger project, explores English language teachers’ perspectives about their role and pedagogical approaches in engaging university students in autonomous learning. It draws on data from teacher interviews and classroom observations. The findings suggest that teachers’ beliefs about their roles in fostering learner autonomy align their pedagogical implications, which may provide or hinder opportunities for students to engage in autonomous learning in the language classroom. It is thus recommended that teachers should be aware of interdependent relationship between teachers and students and be offered clear strategies and sufficient resources to better empower students in a supportive and conducive learning environment.

Keyword: autonomous learning; teacher role; interdependence; pedagogy; English as a Foreign Language (EFL

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