PROMOTING LEARNER AUTONOMY IN EFL CLASSES: EXPERIENCES WITH SEE UNIVERSITY STUDENTS

Abstract

Language teaching theories and practices give an important role to fostering independence of students who learn English as a Foreign Language. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions.Language teaching theories and practices give an important role to fostering independence of students who learn English as a Foreign Language. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions.Whilst in the traditional method the teacher gives the information to the students, in the case of learner autonomy the teacher has the role of the facilitator and supporter and here students take responsibility of their own learning. However, it is the teacher’s duty to reveal the students’ knowledge by assigning various in- class and out of classroom tasks which are classified by students’ language level. This requires reshaping of the traditional way of teaching where teachers do a lot of preparation for their lectures and on the other hand students do a little. In autonomous classes students take charge of their learning, yet teachers create and support the progress of learner autonomy.There is a variety of exercises which can be used in EFL Classes for the purpose of “swapping” roles with theteacher where learners are given the chance to be involved in the selection of activities. Students select activities that match their learning style and interests and are guided to make use of opportunities to use the language in authentic settings.The objectives of this study are: To discover activities that evaluate the autonomous learning capacity of SEE University Basic English Skills students; To discover whether SEE University students are ready for autonomous learning or not; To discover threats that obstruct application of learner autonomy in EFL classes of SEE University students.Data was collected in Basic English Skills classes, offered at the South East European University in Tetovo, Republic of North Macedonia, during the academic year 2018-2019. A total number of 53 students, aged 18-25 participated in the study. The qualitative and quantitative methods were used in order to analyze the data collected during the research.