مجلة الآداب والعلوم الإنسانية
Volume 19, Numéro 1, Pages 755-782
2026-06-11

Investigating The Relationship Between Teachers’ Beliefs And Practices In Promoting Learner Autonomy In Algerian Efl Contexts



Authors : Senani Djihad .

Abstract

The study examines Algerian English as a Foreign Language (EFL) teachers’ beliefs and attitudes regarding the promotion and development of learner autonomy (LA). Recognizing the growing importance of autonomy in contemporary language education, the research seeks to explore how teachers conceptualize this construct and the extent to which they support its integration into their pedagogical practices. To achieve these aims, a descriptive research design was employed. Data were collected through a structured questionnaire adapted from Borg and Al-Busaidi’s (2012) framework on teacher beliefs about learner autonomy. The instrument was administered to thirty EFL teachers from the Department of English at Batna 2 University . The results indicate that the participating teachers generally hold positive beliefs about the value and relevance of learner autonomy. They recognize its role in enhancing students’ responsibility, engagement, and long-term language development.

Keywords

Algerian EFL Teachers ; Desirability and Feasibility ; EFL Teachers’ Beliefs and Practices ; Language Learning ; Learner Autonomy

Les articles similaires

Promoting Learner Autonomy Under The Competency Based Approach Implemented In The Algerian High School Efl Textbooks: Teachers’ Beliefs And Practices

Nouichi Fahima . 
pages 359-376.

From Learner Autonomy To Teacher Autonomy: Pedagogical Practices That Reflect Teacher Autonomy In Higher Education

Abdaoui Mounya . 
pages 667-678.

"learner Autonomy: English Teachers’ Beliefs And Practices"

Senouci Madiha . 
pages 379-396.

Exploratory Study Of Teachers’ Perceptions, Beliefs And Practices: Teachers’ Recognition Of The Necessary Link Between Pre-tertiary And Tertiary Study Of Efl In Algeria

Zourez Layla .  Keskes Said . 
pages 97-108.

Efl Teachers’ Perceptions Of Learner Autonomy In The 21st Century Algerian Secondary Classrooms

Belmekki Asma .  Baghzou Sabrina . 
pages 833-846.

Formats de citation