EXPLORING LIBYAN EFL TEACHERS LEARNER AUTONOMYSTRATEGIES IN THE CLASSROOM: STUDENTS PERSPECTIVES

This study aims to identifythe learner autonomy strategies used by Libyan EFL teachers in the classroom and the barriers to self-led learning experienced by Libyan EFL undergraduate students. A mixed-methods approach was adopted in which a structured questionnaire was administered to thirty-five EFL undergraduate students and six EFL undergraduate students were interviewed. The findings revealed that teachers often conduct procedural and instructional activities to support autonomous learning among students in the classroom. However, teachers support for students internal motivation and metacognitive awareness of autonomy remain limited. The findings also demonstrated That students face affective challenges,pedagogical/Instructional challenges,cognitive and metacognitive challenges,and self regulated challenges when transitioning from teacher led instruction to self led learning.The study suggested that future instructional interventions might be required to enhance teacher strategies that promote students self-regulation and motivation as integral components of learner autonomy and to equip students with learning strategies to deal with these challenges.