Exploring Desirability and Feasibility of LearnerAutonomy: College English Language Teachers’Beliefs in the Pakistani Context

Abstract

Globalization played an essential role in spreading the idea of learner autonomy worldwide. Though it is a new research trend in the domain of English Language Teaching in Pakistan but it has been practiced worldwide for approximately the last three decades. At present the importance and crucial role of promotion of learner autonomy cannot be denied in world academia. In the 21st century teaching and learning environment the focus  of attention has been shifted from the teacher to the learner. In this context it is very significant to explore the beliefs of teachers in connection with desirability and feasibility of learner autonomy in Pakistan. A questionnaire was adapted for data collection purpose because in case of large sample questionnaires are convenient for data collection and analysis. For this purpose, the data were collected from 400 English Language Teachers at 50 public sector colleges in the Punjab, Pakistan, using a stratified random sampling technique. SPSS software was used for data analysis. Descriptive statistics such as percentages were calculated for sake of analysis and generalisation of the findings. The analysis of the results informed that a majority of the teachers believed that learners’ involvement in the process of decision making about the kinds of tasks and activities were the most desirable and feasible among all other items. On  the other hand, a large majority of the teachers believed that to learn independently is the most desirable and feasible ability among the other abilities. From the findings of this research, it can be found that mostly the teachers believe that it is need of the hour to pay heed to the voices of their learners in the matter of decisions concerning the choices of their learning and prepare them for lifelong learning