Investigating learner autonomy with reference to first year ELT textbook and the system of evaluation in secondary education

Abstract

Learner autonomy is considered in the Algerian educational system as a desirable goal and a fundamental objective to improve the quality of learning. EFL learners are supposed to be self-reliant. The textbook those learners are using is supposed to help them along with the system of evaluation to be autonomous in learning. This article is an investigation of learner autonomy in English learning. It is an attempt to find out whether or not the first year ELT textbook “At Crossroads”, and its system of evaluation, contribute to help in promoting EFL learners’ autonomy. The objective of this study is to look for ways and means to promote autonomy in language learning. Two research tools are used, a questionnaire to EFL teachers and a classroom observation. The results of the study demonstrate that neither the textbook nor the system of evaluation play the required role to foster learners’ autonomy as they ought to. Necessary measures are supposed to be taken by teachers, book designers for enriching the textbooks and improving the system of evaluation for fostering the sense of autonomy in EFL learners in secondary education.