Teachers' readiness for learner autonomy in teaching-learning English as a foreign language in the Algerian context

Abstract EN

This paper enquires into Algerian teachers' readiness for promoting learner autonomy in teaching English as a foreign language.

To this end, data were gathered by means of a questionnaire adapted from Borg & Al-Busaidi (2012) and Nakata (2011) in addition to a semi structured interview.

The questionnaire was completed by 76 EFL teachers while interviews were organized with 06 teachers.

Findings show that participating teachers work towards their own autonomy but do not seem to be ready to develop learner autonomy.

This inconsistency is interpretable in terms of socio-cultural and institutional pressures in addition to traditional teacher training philosophies.

All this has led to the conclusion that although Algerian EFL teachers have situational readiness, they are still behaviorally unprepared.