Learner Autonomy at Tertiary Level English Classrooms in Bangladesh: Teachers’ Beliefs and Practices
DOI:
https://doi.org/10.69907/tbj.v2i1.86Keywords:
Learner autonomy, Tertiary level learner, teaching approach, Teachers’ confidenceAbstract
Learner autonomy is now considered a major research theme in the field of foreign language teaching. Teachers’ beliefs play a significant role in practising learner autonomy in EFL classrooms. In this study, teachers’ beliefs and practices related to learner autonomy in the EFL classes at the tertiary level of education in Bangladesh have been explored. A mixed method comprising a survey questionnaire, semi-structured interviews and classroom observations have been employed to gather necessary data. EFL teachers at the tertiary level and students from both public and private universities have been the subjects in this study. The findings of this study suggest that although both the teachers and students show interest in practising learner autonomy, their actions are limited in this regard due to factors such as losing control over the class, lack of confidence to share responsibilities with learners, lack of confidence among teachers on Learner Autonomy approach, and students’ examination-centric study approach. The study also comes up with recommendations to facilitate learner autonomy in EFL classes at the tertiary level in Bangladesh.
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