The academic paper titled "Saudi EFL Teachers' Perspectives on Learner Autonomy" by Fakieh Alrabai focuses on exploring the views of English as a Foreign Language (EFL) teachers in Saudi Arabia regarding learner autonomy. The primary research question revolves around how these teachers perceive learner autonomy and the extent to which they believe they are responsible for fostering it in their classrooms.
The purpose of the study is to investigate Saudi EFL teachers' interpretations of learner autonomy, their sense of responsibility in promoting it, their evaluations of their students' autonomy levels, and the challenges they face in implementing learner autonomy in their teaching practices. The study aims to bridge the gap between theoretical interpretations of learner autonomy and teachers' practical perceptions in the Saudi context.
The research employs a mixed-method approach, utilizing both a questionnaire and semi-structured interviews. The sample includes 136 EFL teachers who participated in the questionnaire, with 14 of them also taking part in follow-up interviews. The questionnaire measured teachers' understanding of learner autonomy, their perceived responsibilities, their assessment of student autonomy, and the challenges they face in promoting autonomy. Descriptive statistics and thematic analysis were used to analyze the data.
Key findings reveal that teachers predominantly associate learner autonomy with psychological aspects, viewing it as an individual learner's mental attribute. However, they also recognize the importance of social interaction in promoting autonomy, although they attribute less significance to the technical and political dimensions of learner autonomy. Teachers believe they are primarily responsible for the learning process in their classrooms, often adopting a controlling rather than a facilitating role. They generally perceive their students as lacking autonomy and view this as a result of various learner, teacher, and institutional factors, including an over-reliance on teachers, lack of training in promoting autonomy, and rigid educational structures.
The study concludes that Saudi EFL teachers have a limited understanding of learner autonomy and face significant challenges in promoting it, particularly due to cultural and institutional constraints. The findings highlight the need for professional development programs that focus on fostering both teacher and learner autonomy, as well as systemic changes to support more autonomous learning environments in Saudi EFL classrooms. The study underscores the importance of addressing these challenges at both the teacher and institutional levels to enhance learner autonomy in the Saudi educational context.