Abstract
The study at hand examines learner autonomy in the Moroccan higher education context. The relevance of autonomy stems from the need to empower learners with the necessary life skills to succeed both in their personal and professional lives. This study is thus concerned with the possible ways to foster autonomy within Moroccan University students. It also takes into account how teaching English at university and motivating autonomous behaviours in classrooms can be attained in an integrated way. To these ends, quantitative research was conducted through a survey of 326 students studying English at Moroccan universities. Findings revealed a great awareness of the importance of learner autonomy among Moroccan university students. These students hold positive attitudes towards learning autonomously and are engaged in manifesting various autonomous behaviours in class. In short, the survey yielded evidence of very promising ground upon which can be built a culture of autonomy in Moroccan higher education.
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