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The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions. There is a variety of exercises which can be used in EFL Classes for the purpose of “swapping” roles with the teacher where learners are given the chance to be involved in the selection of activities. The objectives of this study are:  To discover activities that evaluate the autonomous learning capacity of SEE University Basic English Skills students;  To discover whether SEE University students are ready for autonomous learning or not;  To discover threats that obstruct application of learner autonomy in EFL classes of SEE University students. Data was collected in Basic English Skills classes, offered at the South East European University in Tetovo, Republic of Macedonia, during the academic year 2018-2019. A total number of 53 students, aged 18-25 participated in the study. The qualitative and quantitative methods were used in order to analyze the data collected during the research.

Making Sense of Learner Autonomy in EFL Classes. The case of Basic English Skills Students at SEE University