Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy in Gianyar Regency

Anak Agung Istri Sri Wirapatni


This study aimed to (1) explore teachers’ beliefs regarding learner autonomy, (2) to find out how senior high school EFL teachers’ perceive their learners as autonomous learners, (3) to find out how senior high school EFL teachers perceive their effort in promoting learner autonomy, and (4) to find out the constraints that senior high school EFL teachers confront in promoting learner autonomy.  This study was a mixed-method study that employed a questionnaire and interview as instruments to obtain the data. The questionnaire used to explore teachers’ beliefs regarding learner autonomy was adopted from Borg and Al-Busaidi (2012). The participants of this study were 18 senior high school EFL teachers in Gianyar Regency. The result of the study shows that teachers hold a very positive belief in learner autonomy. It indicates that senior high school EFL teachers aware of its concept in education. Most of the teachers perceive their learners as less autonomous in learning. Learners tend to be passive and considered as dependent on the teacher. Teachers perceive they are already promoting learner autonomy within their teaching. In promoting learner autonomy, teachers have done various efforts such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers face basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.


learner autonomy, teacher's beliefs, EFL Learning


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DOI: http://dx.doi.org/10.23887/jere.v5i1.29945

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