Professors’ and Students’ Perceptions of Learner Autonomy in the University of Prizren’s Department of English Language and Literature

Abstract

The aim of this research was to investigate the perceptions of learner autonomy (LA) of 92 EFL undergraduate students and 11 professors in the Department of English Language and Literature at the University of Prizren. In order to reach this aim, three research questions were raised: 1) What are EFL students’ perceptions regarding learner autonomy? 2) What are EFL professors’ perceptions regarding learner autonomy? and 3) Is there any difference between EFL students’ and professors’ perceptions regarding learner autonomy? This study was conducted through the collection of quantitative data. The instruments of the current study were two questionnaires, one for students and one for professors. The findings of the study showed that students’ and professors’ perceptions regarding learner autonomy in the English Department do not overlap at all points. As expected, both students’ and professors’ perceptions of learner autonomy were generally positive. The study revealed that even though students showed a tendency to like LA in learning, they seemed unsure to take responsibility and control their learning; moreover, they considered the teacher as a central figure (giver) who is responsible for their learning. On the other hand, professors agreed to involve learners in making decisions related to their own learning. The study verified the hypothesis that there is a slight difference between students’ and professors’ perceptions regarding learning autonomy in the Department of English Language and Literature. To sum up, professors’ and students’ awareness should be raised about the importance of learner autonomy in learning and teaching.

Keywords: autonomy, learning autonomy, student perceptions, professor perceptions, higher education

DOI: 10.7176/JEP/12-17-06

Publication date:June 30^th 2021