English as a Second Language Teachers and Students Beliefs about Learner Autonomy at Tertiary Level in Pakistan

Abstract

This study is an endeavour to explore the language learning beliefs and activities of the teachers and the students at the tertiary level to become autonomous. This study used a descriptive survey method to collect the data from 250 students and 25 teachers from the University of Central Punjab Lahore, Pakistan. A snowball and convenience sampling method was used to collect data from three undergraduate programmes learning the English Language teachers and students. The descriptive results show that teachers believe autonomy is a western concept, and students believe autonomy means having the freedom to make choices in language learning. The study reveals that students have more autonomy in choosing material and methods of learning. Evaluation of learning and developing autonomy is the responsibility of the students. Students prefer learning alone in the library, and teachers want to involve the students in decision-making and prefer classes student-centred. Teachers also believe learner autonomy is desirable for class management and choosing topics for discussions. Moreover, teachers view that learner autonomy is feasible for the students to identify their weaknesses and strengths and monitor their progress. The results of the study have implications for the university teachers, adult language learners, trainers, and syllabus designers to improve the teaching and learning of language at the higher education level.