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The study has the core aims to investigate the use of learner autonomy in teaching English speaking to the undergraduate students of private universities of Bangladesh. Significant research works worldwide have renowned that use of learner autonomy in tertiary English language classes encourage student incentive and bring noteworthy changes in students’ attainment. Therefore, the present study explores teachers’ use of learner autonomy in teaching English speaking classes emphasizing various areas of language teaching: setting objectives, selection of materials, methods, evaluation process, learning environment, teacher-student relationship and teacher’s role. This study is primarily based on a Likert scale self-report questionnaire survey followed by pilot study and interviews. The subjects in this study are 30 tertiary level English language teachers of four private universities of Bangladesh. The results of the work show that learner autonomy is not yet fully executed by the teachers. The study is anticipated to instigate further effective researches on this field and guide teachers to assume the principles of learner autonomy in English speaking classes at the tertiary level.

Use of Learner Autonomy in Teaching Speaking by Tertiary Level English Language Teachers in Private Universities of Bangladesh