Exploring Teachers’ and Learners’ Perceptions towards the Use of Technology-Based Instruction in Promoting Learners’ Autonomy The Case of Third-Year Students of English at Biskra University

Abstract

Adopting traditional teaching approach or even employing traditional teaching methods lead EFL learners to show a passive learning behaviour translated into lack of autonomy. Due to the fundamental role autonomy plays in promoting language learning success, recent educational reforms call for the integration of technology in education as it has the potential to foster learner autonomy. Highlighting the need for further investigation to explore the relationship between technology integration and learner autonomy in higher education, this research aims capture the development of learner autonomy in the context of a modern educational system. To achieve this, the research attempts to examine the level of autonomy among 3rd-year English students, the impact of TBI on learner autonomy, and the perceptions of EFL learners and teachers regarding TBI. The research hypotheses suggest a positive impact of TBI on learner autonomy that would lead to positive teachers’ and learners’ perception towards TBI integration. To test the validity of the hypotheses, a mixed-methods approach was adopted employing three data collection tools: classroom observations, a student questionnaire, and semi-structured interviews with teachers. The findings revealed that EFL students exhibit motivation and potential for autonomy, perceiving TBI as beneficial in empowering learning. Teachers also were found to be aware of the effectiveness of TBI in enhancing learner autonomy and emphasize their role in fostering language proficiency and engagement. Ultimately, the study recommends equipping classrooms with appropriate ICT resources, promoting a learner centered environment, and providing a wider range of resources to foster learner autonomy.