Exploring EFL Teachers’ and Students’ Perceptions of Learner Autonomy in Egyptian Technical Schools

Safaa Mostafa Khalil, Amira Desouky Ali


This study aimed at exploring the perceptions of learner autonomy of 265 students and 89 EFL teachers in technical secondary schools in Egypt. Both qualitative and quantitative data were collected through student questionnaire, teacher questionnaire, and teacher interviews. The findings revealed that the participants; students and teachers, have positive views about learner autonomy in language learning. Students were generally aware of the autonomy-boosting practices and teachers’ roles in fostering autonomy. Students were neutral about their ability to choose course materials and use appropriate strategies to learn English. The results also showed that EFL teachers had clear understanding of the concept of learner autonomy and were mostly aware of its importance in EFL classes. However, they perceived their students as non-autonomous due to individual and institutional challenges. Both students and teachers were unsure about the relation between cultural backgrounds and autonomy in language learning. Based on the results, some pedagogical implications and recommendations for future research for promoting learner autonomy in secondary technical schools have been provided.

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DOI: https://doi.org/10.5296/ijele.v6i2.13408


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Copyright (c) 2018 Safaa Mostafa Khalil, Amira Desouky Ali

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International Journal of English Language Education    E-mail: ijele@macrothink.org    Copyright © Macrothink Institute    ISSN 2325-0887

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