EFL Learner Autonomy: Iranian University Instructors’ Beliefs vs. Actual Practices

Abstract

During the past few decades, creating autonomy in language learners has been considered as a milestone in the success of language learning programs. Most of EFL/ESL teachers apparently do not belittle the significance of autonomous learning because adding to one’s knowledge is the learners’ duty. However, knowing how many teachers value this concept and take practical steps to promote it in class is equally important. The answer to this question would result in understanding the differences between teacher beliefs and teacher practices regarding the fostering of autonomous learning in the class. To learn these issues, the present mixed-methods study made use of a questionnaire in the quantitative phase, and open-ended questions along with interviews to serve as the qualitative data. Analysis of the data indicates all teachers acknowledge the significance and necessity of promoting autonomy for learners in EFL classes. However, the quantitative data reveal a statistically significant difference between what they believe in and what they actually do in practice. The qualitative data also indicates that such a difference exists and suggests that it is caused by students’ passive learning styles and low levels of motivation and the pressure that the teaching demands place on the teachers. Several implications are provided regarding how EFL teachers can foster autonomy for learners in their teaching process.