Abstract
The idea of learner autonomy (LA) has been widely referred to in the field of English Language Teaching (ELT) for more than three decades. Only limited work has been conducted on the teacher’s perception of LA. The present study was conducted to focus on this gap. It investigated Pakistani English university teachers’ beliefs about LA. Semi-structured interviews were conducted with a sample of 16 teachers from four public universities of Punjab. Content analysis informed that majority of teachers had a little familiarity with the concept. Learner autonomy was defined as learner independence in terms of ability or authority to take control of their learning, as the learner’s responsibility alone or shared, as a technique and as a process. Teachers’ opinion was divided upon the idea of the innate nature of autonomy. However, the majority found autonomy supportive learning environment quite crucial to learner’s autonomy. It can be implied that teachers need an awareness of the nature and significance of autonomy in their learners for successful language learning.
Musarat Yasmin, Ayesha Sohail. (2018) Learner Autonomy: Pakistani English Teachers’ Beliefs, Bulletin of Education & Research, Volume 40, Issue 2.
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