Iranian EFL Learners’ Perception of Autonomous Language Learning in Language Classrooms

Most educators and thinkers agree that autonomy should be taken as a desirable educational aim in order for students to master the new language. The study is an attempt to investigate Iranian EFL learners’ perception of autonomous language learning in foreign language learning classes, as well as Iranian EFL learners’ perception of their teachers’ role in autonomous language learning. It also attempts to identify the difference between males and females language learners in terms of autonomous language learning. To this end, a 45-item autonomous language learning questionnaire adapted from Chan, Spratt and Humphreys (2002) was administered to sixty five language learners learning English in two language institutes. Results indicated that for some certain activities students shared their responsibility with their teacher. With regard to students’ engagement in autonomous activities inside and outside of the class, results indicated that the learners are able to do some certain activities but unable to do some others. Result also indicated that females do more inside and outside class activities than males.