Abstract
The present study aims to identify the practices of ELT high school teachers to foster learner autonomy and to examine the differences with respect to the background variable of gender. The participants of the study were ELT high school teachers in the province of Izmir, Turkey ( N =118). Data were collected by means of Autonomy Practices Questionnaire, which is a structured quantitative and qualitative measure. The analysis revealed that ELT teachers are highly motivated to foster autonomy through some particular practices such as activity-based practices, material-based practices, student-centered practices, and objective-based practices. Moreover, gender has significant effect on ELT teachers' student-centered practices to foster autonomy. The results were discussed with regard to real practices of ELT teachers and ELT curriculum implementation.
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