Résumé:
Moving from teacher-centeredness to learner-centeredness, the beliefs and practices of
teachers are affected. Learner autonomy is a major trend that teachers attempt to implement in
their learners. The present research explores the effects of teachers’ beliefs about learner
autonomy on their practices in EFL classrooms. To meet this purpose, a single-method
approach has been conducted through a questionnaire administered to ten EFL teachers at
Guelma University. It is hypothesized that EFL teachers believe that learner autonomy is a
must-promote capacity among students, and that their beliefs are assumed to encourage
teachers opt for certain practices in order to help their learners be more autonomous. Data are
drawn through a quantitative method. The findings of this study reveal that teachers’ beliefs
have an immense effect on their practices in EFL classrooms. Teachers share a positive view
towards learner autonomy and attempt to demonstrate that in the classroom despite the
challenges they face.
