English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

For decades, the term learner autonomy has been the focus of many studies in the field of education and language learning. This study addresses teachers' perspectives of learner autonomy in Saudi Arabia. It examines whether teachers have the knowledge to encourage and foster learner-autonomy. This study also seeks to explore the challenges English language teachers face in the process of implementing learner autonomy into their EFL classrooms. The investigation was conducted using a sample of 50 English language teachers teaching Saudi students at King Abdul-Aziz University. Data was collected using a 20 - item questionnaire. The study was a mixed research method. Collected data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers believe that Saudi learners in the current situation are non-autonomous learners’, they lack the knowledge and the training to apply it. Findings also revealed that teachers are familiar with the learner- autonomy yet, they stated that they need proper training and professional development to help encourage learner autonomy. It is an attempt to contribute to the literature underlying learner autonomy in the field of language learning in the Saudi context. Also, it suggests further research to help better comprehend the value of teachers' role in the process of autonomous language learning for learners.

Female Teachers’ Perspectives of Learner Autonomy in the Saudi Context