Effects of Teachers’ Beliefs about Learners’ Autonomy on their Practices in EFL Classrooms

Abstract

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.