Exploring the Perceptions and Practices of Intensive English Course Teachers in a Saudi Arabian College and Their Role in Supporting Language Learner Autonomy

Abstract

The role of teachers in facilitating Learner Autonomy (LA) is a critical aspect of contemporary educational strategies. This role necessitates a transition from traditional, teacher-centred methods to more student-centred approaches, where learners take ownership of their education (Alrabai, F., 2017, p. 71). Despite the shift in learning paradigms, Little (2007, p. 20) underscores the continuing vital role of teachers as both knowledgeable guides in the learning journey and experts in their academic disciplines. However, there remains a rareness of research focusing on the teacher’s perspective, particularly their perceptions, understanding, and practical application of autonomous learning strategies in the realm of English language teaching as a second or foreign language (L2) (Ismail et al., 2020; Borg & Alshumaimeri, 2019; Doğan & Mirici, 2017, p. 169; and Borg & Al-Busaidi, 2012). This gap is notably evident in the context of Saudi Arabia.

In this study, the researcher aims to explore the perceptions and practices of IEC teachers and the challenges that they may face in helping their learners become autonomous learners in a Saudi Arabian college. first, the study reviewed the literature related to the LA concept, strategies, levels, the student's motivation and the teacher's perceptions of LA. Also, it sheds light on the teacher's role and the constraints that may hinder fostering LA. The findings of this study show that all participants were not familiar with LA before starting their teaching career. The lack of knowledge about LA for the in-service teachers led to difficulties in implementing LA strategies (Little, 2004). Also, it led to a gap in the undergraduate content that did not focus on introducing LA. Moreover, the study finds that they offered their students limited LA strategies and opportunities that support them in becoming more autonomous. Then, the study investigates the constraints that may hinder the promotion of LA which were categorised into three aspects: student-related, teacher-related and institutional restrictions, as in Alonazi's (2017) and Borg & Al-Busaidi's (2012) findings. Finally, the findings of the study discussed the possible suggestions that may overcome these constraints which shows a positive attitude toward implementing LA and the need for training programs as suggested by Alonazi (2017) and Alrabai F. (2017). Also, the suggestions argued the strategies to motivate the learners to help them be autonomous and the institutional role in supporting the implementation of LA in the educational environment.