Learner autonomy in the language classroom : an analysis of Libyan university learners' and teachers' perceptions of and beliefs about autonomy and how they might impact on learner behavior

الملخص EN

In view of the fact that language learners hold different beliefs about language learning, this paper aims to explore teachers' and learners' perceptions of and beliefs about learner autonomy.

It also sheds light on the extent to which their beliefs are congruent with their behaviour in the classroom, referring to some research findings which provide insight into the impact of learner beliefs on learner behavior, and how they may promote or obstruct learner autonomy.

A series of focus group discussions were conducted with a number of students and teachers, randomly selected from the English Department, College of Education, University of Misrata, Libya.

The data revealed that there are two types of beliefs.

The teachers and most of the students (first type) perceived autonomy as learner responsibility and engagement in the decision-making process.

They justified the absence of autonomy from their classrooms as a consequence of many obstacles and needs of learners, which could clearly affect their behaviour and classroom practices.

The other some of learners (second type) expressed their negative attitudes toward autonomy and believed in the dominant role of teacher who is perceived as the only maker of decisions.

This type of learner has demonstrated a strong impact of learner beliefs on learner behaviour, as this could be undoubtedly extracted from the learners' responses.

According to this variation of beliefs, teachers should take into account the different types of beliefs and learner, and interpret them into teaching strategies.

Besides, due to the fact that the students at the Faculty of Education are assumed to be qualified as teachers after graduation, it is essential to gradually change those negative beliefs about autonomy, because their teaching strategies in the future will be influenced by their beliefs and, hence, they are not likely to lead to an autonomous learning environment.