Developing Learner Autonomy Strategies in EFL Classes A Case Study: Master one students Department of English at Biskra University

Abstract

The present work aims to identify and describe learner autonomy in English as a foreign language classes that influences Master one students department of English at Biskra University. Along this study, we begins with chapter one which presents an overview about learning principles. While, in the second chapter we have focused on the understanding and strategies of learner autonomy. Also, we have attempted to investigate data and to suggest appropriate solutions to learners’ obstacles; we rely on two tools of research: students’ questionnaire and teachers interview which administered to master one students Department of English at Biskra University, and to their teachers of all modules. The data gathered tools revealed that students find difficulties in maintaining engagement in classroom activities and in directing their own path of learning. Furthermore, this study proved that the role of the teacher is not ignored. Thus, we have suggested some qualities and characteristics of autonomy for both teachers and learners so as to develop it in our classes.