Promoting Learner Autonomy in English Language Learning in Secondary Education in Algeria

Abstract

New approaches have been introduced in language teaching throughout the world to meet the demands of modern society that requires not only the mastery of language, but also a mastery of life long study skill. This is the aim behind introducing the notion of learner autonomy in the educational context. The autonomous learner is capable to take charge of his own learning, to share responsibility with the language teacher and, moreover, do further research so as to improve his level in language learning. The present article strives to find out whether or not pupils are ready to take on an autonomous language learning. Because before any interventions aiming at fostering autonomy are implemented, it is necessary to explore EFL learners’ readiness as well the roles of teachers in developing learner autonomy . To achieve this, a case study was held at Tafna secondary school in Ain Temouchent Algeria on First year EFL pupils.