Abstract

Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners’ lack of independent learning skills, rules and regulations applied in schools, and teachers’ lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers’ continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers’ independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.

This work is licensed under a Creative Commons Attribution 4.0 License.