Learner Autonomy in Pakistan: English Language University Teachers' Beliefs and Practices

Abstract

Learner autonomy has been an area of interest for last more than three decades. A comprehensive work has been carried out on understanding the nature of learner autonomy and the rationale to promote it. Despite the fact that learner autonomy benefits language learning and teachers have a potential of playing a key role in promoting autonomy in learners, little is known about what LA means to language teachers. This research investigates Pakistani English language teachers’ beliefs about the nature of LA, the present situation of Pakistani learners, teachers’ role and constraints they may face in fostering LA. It also examines teachers’ practices of LA to understand their beliefs and how these are reflected in their practices. A qualitative approach is followed by a constructivist interpretivist’s view to conducting a case study. Data are collected through semi-structured interviews of 16 teachers with their background in English linguistics or literature and varied experience selected purposively from four public universities of Punjab province, Pakistan. Besides, classes of four volunteer participants from four universities are observed to record teachers’ practices and to triangulate the data which are analysed qualitatively through constant comparison. Results show that a majority of teachers consider LA a new and foreign phenomenon and an ideal hard to achieve in Pakistan. They regard their role as vital and believed in a gradual shift of responsibilities. Teachers’ practices show that a traditional teaching pedagogy is in practice and learner is not involved in decision making regarding the learning process. Teachers’ views and practices showed that presently, neither teacher nor learners are ready for a change of role and responsibility due to a number of barriers including psychological, socio-cultural and institutional. Above results show a dismal picture of LA promotion in Pakistan and imply that it is essential to create awareness both in teachers and learners about their roles, motivate and train them, and involve them in curriculum designing to make LA promotion viable in Pakistan. The study recommends future researchers to explore the potential of teacher-education programmes, teaching pedagogies and learning and teaching materials in making learners autonomous.