Res Militaris (resmilitaris net), vol. 12, n°3, November Issue 2022 Developing Learner Autonomy in efl academic Classes By

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Published/ publié in Res Militaris (resmilitaris.net), vol.12, n°3, November Issue 2022
Developing Learner Autonomy in EFL Academic Classes 
By
 
Asma Dabiri
 
Department of English Language, School of Paramedical Sciences, Shiraz University of 
Medical Sciences, Shiraz, Iran 
Email: 
[e-mail]
 
Sara Kashefian-Naeeini 
Department of English Language, School of Paramedical Sciences, Shiraz University of 
Medical Sciences, Shiraz, Iran 
Philosophy of Life and Healthy Lifestyle Research Center, Shiraz University of Medical 
Sciences, Shiraz, Iran 
Email: 
[e-mail]
 
Seyyed Ali Hosseini, Corresponding author 
School of Nursing, Larestan University of Medical Sciences, Larestan, Iran
Student Research 
Committee, Larestan University of Medical Sciences, Larestan, Iran Corresponding Author
Email: 
[e-mail]
 & 
[e-mail]
 
Ramlee Mustapha 
Faculty of Technical and Vocational Education, Universiti Pendidikan Sultan Idris, Tanjong 
Malim, Malaysia 
Email: 
[e-mail]
 
Abstract 
Learner autonomy, an educational goal which is highly related to higher education, 
is almost taken for granted among scholars and educationalists though its fulfillment helps 
learners take charge of their learning needs. Nevertheless, what is actually achi eved in all 
probability is not the desirable goal line designated in terms of developing learner 
autonomy in EFL settings. Given these considerations among university students in higher 
education, the present study addressed the perceptions of students of Shiraz University of 
Applied Science and Technology on learner autonomy in academic EFL courses. To this 
end, semi-structured interviews were conducted. The data were thematically analyzed in 
accordance with the principles of qualitative data analysis that is the content-analysis of 
the data. Remarkably, facilitating and impeding factors to learner autonomy were found in 
EFL classes based on what the participants mentioned. The students’ conception of learning 
was based on the principles of learning in learner autonomy. They conceived their role as 
what was in line with the students’ role in autonomous learning. There was not a 
considerable distinction among male and female students regarding what they indicated 
about their conception of learning, their role in the learning process and their views toward 
different aspects of learner autonomy in EFL courses. Subsequently, it was highly 
recommended that there should be more attention to the principles of learner autonomy as 
well as learners’ needs and interests to create a more stimulating environment to motivate 
the students to become self-motivated and active participants in the process of learning in 
EFL educational contexts.
Keywords: EFL Settings, Higher Education, Learner Autonomy, University Students 

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