Abstract
The present study aims to investigate teachers’ readiness for promoting learner autonomy. It attempts to do so by exploring the perceived importance of and the use of strategies for promoting learner autonomy among Japanese high school teachers of English as a foreign language (EFL). The paper reports on the research findings from two studies, one quantitative using a closed questionnaire, and the other qualitative using a focus group interview. Results show that many Japanese EFL high school teachers, while displaying different dimensions of autonomy in different ways, are not fully ready to promote autonomy in their learners.
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