Promoting Learner Autonomy Through Learner-Centred Approach Case Study of Third-year EFL Pupils at Ben Aissa Attar Secondary

Abstract

In the field of the 21st century, the traditional approaches of language teaching have been shifted from teacher-centredness to the alternative approaches of learner- centredness which gives a great importance to the learner as an integral part of the teaching-learning process that enables the learners to become active and responsible for their own learning. Thus, implementing learner centeredness in foreign language teaching can facilitate the promotion of learners‟ autonomy. Hence, both of the teachers and the learners should take part in the teaching/learning process. In the present study, the aim is to assess learner autonomy in order to discover the extent to which EFL Algerian third-year secondary school pupils are ready to be independent from the teacher and whether they are able to take charge of their own learning in and out of school. Moreover, they should be aware that they could be long life learners even without a teacher. To fulfil this research work, a case study research was conducted in Ben Aissa Attar Secondary School by means of two research instruments. A questionnaire was distributed to third-year secondary school pupils as well as classroom observation as an instrument used for measuring classroom behaviour with direct observations within two literary streams in order to help the researchers to compare the different settings. Thus, the data collected from these research Instruments were analysed quantitatively and qualitatively. The study has shown that Algerian EFL learners are far from being autonomous and were not prepared to take responsibility for their own learning as it is required by learner- centred approach. Further, EFL teachers did not apply the basic of the CBA approach in teaching EFL classrooms that the Algerian reforms attempt to attain.