Learner Autonomy in EFL: Senior High School Teachers’ Perception and Practices

Sudarsono ., Lies Amien Lestari, Slamet Setyawan


Topic about Learner autonomy (LA) is still interesting and trending for English Language teachers or researchers. This research aims to findhow senior high school teachers percieve the concept of LA and the extent of English teaches’ practices to promote LA. The participants were 33 private and state Senior High School English teachers who joined in Deliberation of Subject Teachers.The data, collected through questionnaire and interview, was analyzed using descriptive statistic and qualitative analysis. The findingsrevealed that majority participants  (97%) agreed or strongly agreedto technical view that independent study in the library was an activity which developed learner autonomy.In terms of Teacher Role, surprisingly, majority participants (64%) disagreed or strongly disagreed to the statement that learner autonomy meant learning without a teacher.In promoting learner autonomy,100%  of the teachers often or always encouraged their students to be more responsible about what they did in class. Implications of this study are for the teachers' professional development and for promoting learner autonomy at senior high school level.

Keywords: English teachers, perception, practices, learner autonomy

DOI: 10.7176/JEP/12-27-04

Publication date:September 30th 2021

Full Text: PDF
Download the IISTE publication guideline!

To list your conference here. Please contact the administrator of this platform.

Paper submission email: JEP@iiste.org

ISSN (Paper)2222-1735 ISSN (Online)2222-288X

Please add our address "contact@iiste.org" into your email contact list.

This journal follows ISO 9001 management standard and licensed under a Creative Commons Attribution 3.0 License.

Copyright © www.iiste.org