Subject: ELT 201-Psychology of English Language Learning

Submitted by: Marien Coline J. Agot

Propose Title:
Investigating the Role of Secondary Language Teachers in promoting
autonomy in the English Language Classroom

Review of Related Literature

1.1 Learner Autonomy
The concept of 'learner autonomy' has been examined and reviewed by numerous
academics and professionals since the 1980s. They have not yet been able to agree on what
autonomy entails. Moreover, Benson (2003) poses a question: "What is autonomy? '
considers the toughest topic involving independence in language learning. He defends it by
pointing out that any response to this issue is probably going to be subjective. The idea of
autonomy in language learning has many different meanings. Thus, according to Gardner and
Miller (1999), it is difficult to articulate the idea of autonomy because it has been described
differently by several authors.
In education in general and language learning in particular, there are numerous
definitions of learner autonomy. It was developed by Holec (1981) and received the most
citations in language learning research (Benson, 2006). Accordingly, learner autonomy is the
capacity to "take control of one's learning" (Holec, 1981). The key elements of learner
autonomy are responsibility and ability, according to this definition. It highlights how unique
each learner is and how autonomous learners are capable of making all decisions about their
own learning process (Yang, 2005).
Many scholars, however, add to or modify this general definition. Autonomy, for
instance, is described as "a capacity for separation, critical reflection, decision making, and
independent action" by Little (1991, p. 4). Little connected psychology to the nature of
learner autonomy in this concept. Another definition of autonomy is the ability to direct one's
learning, according to Benson (2001). Moreover, Littlewood (1996) emphasized that an
autonomous person is able and ready to choose and implement learning decisions on their
own. He states that "ability and willingness are the two key components that determine this
capacity".
In conclusion, it appears that autonomy is not merely a matter of one's responsibility
for their learning and that it is not offered by an approach or a teacher with all these diverse
interpretations (Paiva, 2005). As noted by several studies like Benson (1997), Sheerin (1997),
Breen and Mann (1997), it is something that is far more complex (cited in Paiva, 2005).
1.2 The Importance of Autonomy in Language Learning
In our present context, it appears that autonomy is currently attracting more attention
across different academic disciplines. Learners can reach high levels of independence and
creativity with the help of learner autonomy. Several researchers debate the importance of
autonomy in language learning from numerous perspectives.
Harmer (2007) suggests that to recompense for the limits of classroom time and to
enhance the chances for successful language learning, learners need to be encouraged to
develop their own learning strategies so that as far as possible, they become autonomous
learners.
Autonomous learners can use techniques that will make them more proficient learners
in the future by learning from their successes and failures (Crabbe, 1999). Umeda (2000,
cited in Onozawa, 2010) gives three reasons for the importance of autonomy in education;
developing a lifelong ability to cope with the rapid social changes, fostering the learner’s
individuality, and developing the diversity of the learner’s educational and cultural
background. Benson (2001) indicates that developing such a capacity of taking control over
one’s own learning is always helpful.
1.3 Teacher’s Roles in Promoting Learner Autonomy
In reviewing the relevant literature, the following are the most emphasized roles with further
explanations.
Teacher Role as Facilitator:

In fact, the decision to include autonomy in language learning is typically made by the
instructor, so supporting autonomy largely depends on the teachers' redefining their position
(Hill, 1994). Crabbe (1999) suggests that to assist pupils in becoming more autonomous, the
teacher's role needs to be reevaluated.
As students begin to take more responsibility of their learning, teachers need to play
the role of facilitator or counselor (Riley, 1997; Scharle & Szabo, 2000; Wend en, 2002)
(cited in Yang, 2005). Gardner and Miller (1999) indicate that teachers should learn new
strategies in order to take on new roles such as counselor, organizer, material developer,
evaluator, and manager, etc. Dam (2008) describes teacher role in an autonomous learning
environment as a consultant and facilitator. According to Voller (1997), the teacher’s roles in
promoting autonomous language learning are: facilitator, counselor and resource.
The term "teacher as facilitator" is frequently used in texts on communicative
language learning, autonomous language learning, and self-instruction language learning,
according to Voller (1997). Dornyei (2001) suggests that if teachers desire to encourage their
learners’ autonomy, they need to change their role into the role of a facilitator. Also, Chiu
(2005) explains that a facilitator of learning is usually considered as a helper who makes
learning easier to happen. By serving as a facilitator, teachers make the development more
flexible and successful (Yan, 2012). Voller (1997) categorizes the support that a facilitator
provides into technical support and psycho-social support.
Teacher Role as Counselor:

Teacher as a counselor is another role that is widely used in the discussions of

language learning autonomy. A counselor, in general, refers to a person who provides advice
to those who need it. Counseling assists learners to talk to someone about their achievements,
problems and the ways to solve these problems (Kongchan, 2008). Voller (1997) states that
counseling emphasizes on a one-to-one interaction. The role of a counselor is more like a
supervisor who help learners to be more self-directed. Richards and Rodgers (1986, p. 78,
cited in Yan, 2012) claim that a teacher-counselor is supposed to be an effective
communicator seeking to maximize the leaner engagement through the use of interpretation,
confirmation, and feedback. In other words, when a teacher functions as counselor, he/she
gives advice and helps learners so that they become more efficient learners.
Teacher Role as Resource:
Compared to the teacher roles of facilitator and counselor, the role of resource is less
explored in the literature. When the teacher performs as a resource, he/she is perceived as “a
source of knowledge and expertise” (Benson & Voller,1997). In other words, a resource
makes his or her knowledge and expertise available to the learners whenever it is necessary.
Additionally, the teacher as a resource enhances learning conditions to encourage learner
autonomy by assisting learners to be aware of a wide range of knowledge resources and
learning strategies.
Voller (1997) sees this role similar to the role of a knower with more emphasis on the
expertise of the teacher. This teacher role is particularly appropriate for the students how are
working independently but still are in need for help from the teacher. Yan (2012) says that
the teacher is supposed to be the language resource and should be responsible for providing
necessary language input.
The role of the teacher as resource offers interesting possibilities. Teachers become
“activity builders, creators of new learning environments.” (Ravet & Layte, 1997).
Empowering autonomy means making appropriate learning resources accessible for use by
both individuals and groups. According to Toyoda (2001), there are three conditions
necessary for autonomous learning: accessible and reliable technology, sufficient computer
literacy in students, and good communication with and support from peers.
Teacher Role as Manager and Organizer:
Yan (2012) asserts that the first and most important job a teacher must play in an
independent learning environment is that of manager and organizer in an autonomous
learning setting. In a learner-centered classroom, the teacher should be responsible for
organizing different kinds of games and activities such as roleplay, group discussions,
presentations and debates. The different activities need to be effective and suitable for the
learners’ needs and interests. Aiming at developing autonomous learners, teachers are
advised to create opportunities for learners to learn spontaneously and creatively and to take
their own initiatives to construct their knowledge.
However, it is important that learners know what they are exactly expected to do
regarding these activities. Teachers should present clear procedures of the activities and
explain the significance of tasks for English learning (Harmer, 2007). So, the students can
clearly understand their responsibilities before doing the tasks. When students meet any
difficulties, teachers should actively participate in finding solutions.
1.4 Constraints on Learner Autonomy
In any given educational context, the challenges that may hinder the promotion of
learner autonomy might exist. Benson (2000) categorizes the constraints on the promotion of
learner autonomy in any learning context into: policy constraints, institutional constraints,
conceptions of language, language teaching methodologies.
Another important factor that influence teacher’s role in the development of learner
autonomy is teachers’ beliefs and perceptions. Teachers who have traditional views on their
role are expected to adopt a teacher-centered approach while those who believe in the idea of
student–centered learning are more expected to develop independent learners. There are some
studies conducted on teachers’ perspectives and beliefs with regards to language learner
autonomy (Al Asmari, 2013; Borg & Al-Busaidi, 2012, Al-Busaidi & Al-Maamari, 2014;
Nguyen, 2014).
To transform the various constraints on autonomy into learning possibilities, the
teacher’s role is very important. Benson (2000) claims that the teachers should practice a
process of mediation between the learners’ right to autonomy and the constraints that restrict
the use of this right. This way, possibilities of fostering autonomy might exist within
constraints. Similarly, Voller (1997), Little (1995) argues that through negotiation, teachers
can foster their learners’ autonomy despite all the constraints. According to Nunan (1997),
teachers can encourage learner autonomy in the language classroom by incorporating
reflective lessons into teaching.
However, language teachers may encounter difficulties in creating autonomous
learning in classrooms if they are not introduced to the importance of learner autonomy in
their initial teacher training. Thanvenius (1999) says that although teachers may be
enthusiastic to foster their learners’ autonomy, they may still be unaware of what this means
for their role. Thus, teacher education should offer teachers with opportunities to experience
autonomy-oriented learning to prepare teachers with the ability to support learner’s autonomy
(Aoki, 2002). The following point sheds light on the relationship between teacher autonomy
and learner autonomy.
1.5 Teacher Autonomy
Teacher autonomy has recently gained more emphasis as a result of the growing
attention to the significance of teacher roles in the promotion of autonomy in language
learning (Benson, 2001).
According to Little (1995), learner autonomy depends on teacher autonomy in two
senses. First, it is unreasonable to expect teachers to foster their learner autonomy if they
themselves do not know what makes an autonomous learner. Second, in determining the
initiatives they take in their classrooms, teachers have to be able to apply to their teaching
those same reflective and self-managing methods that they apply to their learning.
Most importantly, as pointed out by Little (1995), teachers take control of their own
teaching process through continuous reflection and analysis. According to Lamb (2008), the
teacher learns how to develop autonomously as a professional, through critical reflection.
Framework of the Study

There are several theories that support the idea that teachers play a crucial role in
promoting learner autonomy. Lev Vygotsky, a Russian psychologist, founded the social
constructivism hypothesis, which holds that people actively participate in the development of
their own knowledge (Schreiber & Valle, 2013). Moreover, according to Vygotsky, learning
happens more in social and cultural contexts than only on an individual level (Schreiber &
Valle, 2013). Small groups and dyads are heavily stressed in the social constructivism
philosophy (Johnson & Bradbury, 2015For instance, while teachers encourage and assist
dialogue by utilizing the natural flow of discourse in the classroom, students learn largely via
interactions with their peers, teachers, and parents (Powell & Kalina, 2009). Social
constructivism holds that education is a social activity that involves interacting with others.
By giving pupils the chance to work with others, ask questions, and contribute, teachers can
promote learning.

Self-Determination Theory (SDT) offers a comprehensive framework for the

investigation of personality and human motivation. A formal theory that specifies intrinsic
and various extrinsic sources of motivation is articulated by SDT. It also provides a
description of the relative roles of intrinsic and forms of extrinsic motivation in cognitive and
social development as well as in individual differences. SDT proposals emphasize not only
people's wellbeing and performance quality, but also how social and cultural variables
support or detract from their sense of volition and initiative (Ryan & Deci, 2000). This
approach places a strong emphasis on the role that intrinsic motivation plays in fostering
learner autonomy. By giving students options, establishing a sense of competence and
relatedness, and encouraging intrinsic motivation, teachers can encourage their students'
autonomy.

Social cognitive theory suggests that learners acquire knowledge and skills through
observation, imitation, and feedback. Teachers can promote learner autonomy by modeling
self-directed learning, providing feedback that supports learner autonomy, and creating a
supportive learning environment. The four main components of observational learning are
motivation, reproduction, retention, and attention. People use the process of attention to
selectively watch and gather data from the ongoing modeling actions (Wood & Bandura,
1989). "Transforming and reorganizing information in the form of rules and structures" is a
process that is involved in retention. The act of replicating the observed behavior is known as
reproduction. The learner's motivation, which drives their focus, practice, and recall, is the
fourth factor.

Malcolm (1973) Knowles’s theory of andragogy is concerned with the teaching and
learning styles of adult learners. Andragogy is based on a self-directed, independent learning
method for adults and defines the best practices for teaching adults. Andragogy is a theory of
adult learning that emphasizes the importance of self-directed learning. Teachers can promote
learner autonomy by recognizing and respecting the experiences and knowledge of their
students, providing opportunities for self-directed learning, and facilitating the development
of critical thinking skills.

Overall, these theories suggest that teachers play a crucial role in promoting learner
autonomy by providing opportunities for self-directed learning, fostering a supportive
learning environment, and facilitating the development of critical thinking and problem-
solving skills.

Methodology

Research Design For this study, the researcher used a descriptive survey approach.
According to Babbie (2019, p. 45), explains descriptive research focuses on documenting the
traits, actions, attitudes, or viewpoints of a certain population, group, or phenomena.
Moreover, the descriptive technique is suited for addressing the research questions and
determining the research outcomes since this study focuses on the real roles that English
language teachers perform in encouraging learner autonomy.

Participants

The study was carried out among secondary English language teachers at Dangcagan
National High School. Five (5) junior high school and four (4) senior high school teachers
make up the research sample. In this study, the gender is not considered a variable. The
present study is conducted during the academic year 2022-2023. The participants' educational
backgrounds and teaching experiences vary.

Instrument
 A questionnaire is the primary tool employed for the gathering of data and given to
the English language Teachers in DNHS. There are 3 three parts of questionnaire. The first
part consists of 20 items that are related to the roles teachers play in order to encourage
autonomy in their educational context. Based on the conducted literature review, the items
are decided and organized according to four variables of teachers’ roles: facilitator,
counselor, resource and classroom manager. This section needs the teachers to rate the
frequency of their implementation of the included items in their classrooms. Participants are
required to answer each item on a five-point Likert scale (1 = always, 2 = often, 3 =
occasionally, 4 = seldom, 5 = never).

The second section includes five items on a five-point scale of agreement to identify
the constraints on developing learner autonomy. The third section is designed to find out the
best ways that teachers find more helpful in promoting learner autonomy in their educational
context. It consists of four items arranged in the format of a 5-point Likert scale ranging from
strongly agree to strongly disagree.

Results

Q 1: What types of roles that secondary school teachers play to promote learner
autonomy?

Table 1. The sample responses about their teaching practices for the role “facilitator”

No. Item Mean SD Verbal Ranking

Description
1 Helping students to set up their 4.00 0.94 Often 4
own learning objectives.
2 Helping students to select their 4.20 0.79 Often 3
learning materials.
3 Helping students to evaluate their 4.40 0.52 Always 1.5
own learning and progress.
4 Encouraging students to reflect on 4.40 0.70 Always 1.5
their learning process.
Overall 4.25 0.58 Always
Legend: 1.0-1.80- Never, 1.81-2.60- Seldom, 2.61-3.40- Occasionally, 3.41-4.20- Often, 4.21-5.0- Always
 The sample comments about their facilitation techniques are shown in Table 1. The

four items in the Table are connected to how English teachers serve as learning facilitators in

the classroom. The respondents always act as a facilitator to support autonomous learning,

according to the overall mean score of 4.25. The statements no. 3 and 4 that scored the

highest means, "Helping students to evaluate their own learning and progress" and

"Encouraging students to reflect on their learning process" are the items that their means

represent (always). Items 2 and 1, which state, "Assisting students in choosing their own

educational resources" and "Assisting students in developing their own learning objectives"

are the items that their methods often depict. Overall, the secondary teachers of Dangcagan

National High school always act as facilitator which is also the best teaching practice. The

standard deviations indicated that the choice of the teachers is almost the same or they agreed

to a certain attribute which is always.

Table 2. The sample responses about their teaching practices for the role “counselor”

No. Item Mean SD Verbal Ranking

Description
5 Making students aware of the 4.51 0.71 Always 3
skills and strategies needed to
learn by their own.
6 Identifying psychological 4.10 0.88 Often 5
problems that inhibit students’
progress.
7 Making dialogues with students to 4.50 0.85 Always 4
find solutions for their learning
difficulties.
8 Encouraging students to make 4.80 0.42 Always 1
study plans.
9 Being positive and supportive 4.60 0.70 Always 2
 especially when giving feedback
Overall 4.50 0.62 Always
Legend: 1.0-1.80- Never, 1.81-2.60- Seldom, 2.61-3.40- Occasionally, 3.41-4.20- Often, 4.21-5.0- Always
The sample comments about their counseling techniques are shown in Table 2. The

five items in the Table are connected to how English teachers serve as learning counselors in

the classroom. The respondents always act as a counselor to support autonomous learning,

according to the overall mean score of 4.50. The statements in numbers 8, 9 and 5 scored the

top three highest means which state, "Encouraging students to make study plans ", “Being

positive and supportive especially when giving feedback” and " Making students aware of the

skills and strategies needed to learn by their own " are the items that their means represent

(always). Only one item is rated often that states “Identifying psychological problems that

inhibit students’ progress ". Overall, the secondary teachers of Dangcagan National High

school always act as counselor which is also the best teaching practice. The standard

deviations indicated that the choice of the teachers is almost the same or they agreed to a

certain attribute which is always.

Table 3. The sample responses about their teaching practices for the role “resource”

No. Item Mean SD Verbal Ranking

Description
10 Suggesting tools and techniques 4.50 0.71 Always 2
for self-assessment.
11 Using computer- based learning 4.20 0.92 Often 6
materials.
12 Selecting and evaluating resources 4.32 0.95 Always 3
according to students’ needs and
levels.
13 Suggesting websites, videos or 4.30 1.06 Always 4.5
online dictionaries that motivate
students to use the target language
outside classroom
14 Encouraging students to read 4.30 1.08 Always 4.5
English books, magazines, and
newspapers outside classroom.
15 Encouraging students to study 4.90 0.32 Always 1
with their peers.
Overall 4.42 0.73 Always
Legend: 1.0-1.80- Never, 1.81-2.60- Seldom, 2.61-3.40- Occasionally, 3.41-4.20- Often, 4.21-5.0- Always

The sample comments about their resource techniques are shown in Table 3. The six

items in the Table are connected to how English teachers serve as learning resource in the

classroom. The respondents always act as a resource to support autonomous learning,

according to the overall mean score of 4.42. The statements in numbers 15, 10 and 12 scored

the top three highest means which state, " Encouraging students to study with their peers",

“Suggesting tools and techniques for self-assessment” and " Selecting and evaluating

resources according to students’ needs and levels" are the items that their means represent
(always). Only one item is rated often that states “Using computer- based learning materials

". Overall, the secondary teachers of Dangcagan National High school always act as resource

which is also another best teaching practice. The standard deviations indicated that the choice

of the teachers is almost the same or they agreed to a certain attribute which is always.

Table 4. The sample responses about their teaching practices for the role “manager”
No. Item Mean SD Verbal Ranking
Description
16 Organizing different kinds of 4.30 0.82 Always 5
games and activities in the
classroom.
17 Providing clear instructions of the 4.60 0.70 Always 2
tasks assigned to students.
18 Explaining the purposes and the 4.60 0.52 Always 2
significance of the tasks assigned
to students.
19 Giving learners opportunities to 4.50 0.53 Always 4
tell their opinions in the classroom
management.
20 Giving learners opportunities to 4.60 0.52 Always 2
tell their opinions in their learning
activities.
Overall 4.52 0.52 Always
Legend: 1.0-1.80- Never, 1.81-2.60- Seldom, 2.61-3.40- Occasionally, 3.41-4.20- Often, 4.21-5.0- Always

The sample comments about their managerial techniques are shown in Table 4. The

five items in the Table are connected to how English teachers serve as learning manager in

the classroom. The respondents always act as a resource to support autonomous learning,

according to the overall mean score of 4.52. All items were rated always. However, the

statements in numbers 17, 18 and 20 scored the top three highest means which state, "
Providing clear instructions of the tasks assigned to students", “Explaining the purposes and

the significance of the tasks assigned to students” and " Giving learners opportunities to tell

their opinions in their learning activities ". The secondary teachers of Dangcagan National

High school always act as manager which is also another best teaching practice. The standard

deviations indicated that the choice of the teachers is almost the same or they agreed to a

certain attribute which is always.

Table 5. The means and standard deviations of the four roles

N Role Mean SD Ranking
1 Facilitator 4.25 0.58 4
2 Counselor 4.50 0.62 2
3 Resource 4.42 0.73 3
4 Manager 4.52 0.52 1
Legend: 1.0-1.80- Never, 1.81-2.60- Seldom, 2.61-3.40- Occasionally, 3.41-4.20- Often, 4.21-5.0- Always

The types of roles that secondary school teachers play to promote learner autonomy is

shown in table 5. Based on the table, teacher always show important roles that promote

autonomy in learning. The best role that they practice is being a manager in a teaching-

learning process. They believe that all of these roles play an important function in order that

the secondary students have autonomy in learning.

Q 2: What are the challenges that secondary school teachers meet in the promotion of learner
autonomy?

Table 6. The sample responses about the challenges that the English teachers meet in
promoting learner autonomy
No. Item Mean SD Verbal Ranking
Description
21 Students lack the skills for 4.10 0.57 Agree 1
autonomous learning.
22 Teachers lack the essential 3.70 0.95 Agree 3
strategies to promote learner
autonomy.
23 Teachers themselves are not 3.20 1.40 Neutral 5
autonomous.
24 Technology is not effectively 3.90 0.74 Agree 2
implemented in language learning.
25 Rules and regulations of the 3.40 1.17 Neutral 4
schools restrict the teachers’
freedom in making choices on
their teachings.
Overall 3.66 0.79 Agree
Legend: 1.0-1.80- Strongly disagree, 1.81-2.60- Disagree, 2.61-3.40- Neutral, 3.41-4.20- Agree, 4.21-5.0- Strongly agree

The constraints to fostering learner autonomy were examined in the second section of

the questionnaire. The overall mean of the five items is (3.66), which indicates that they

about the constraints that hinder the promotion of learner autonomy. The five items in the

Table are connected to how English teachers responded on the challenges that promotes

autonomy in learning. The statements in numbers 21, 24 and 22 scored the top three highest
means which state, " Students lack the skills for autonomous learning ", “Technology is not

effectively implemented in language learning” and " Teachers lack the essential strategies to

promote learner autonomy " are the items rated agree by the teachers. The two remaining

items were rated neutral that state, “Rules and regulations of the schools restrict the teachers’

freedom in making choices on their teachings” and “Teachers themselves are not

autonomous”. The secondary teachers of Dangcagan National High school agreed that they

there are challenges in promoting autonomy in learning. The standard deviations indicated

that the choice of the teachers is almost the same or they agreed to a certain attribute which is

always.

Q 3: What solutions do secondary school teachers think more helpful in the promotion of
learner autonomy?
Table 7. The sample responses about the approaches that help English teachers to promote
learner autonomy.
No. Item Mean SD Verbal Ranking
Description
26 Introducing learner autonomy to 4.30 0.48 Strongly Agree 4
teachers
27 Offering teachers with 4.30 0.48 Strongly Agree 3
professional development
programs on learner autonomy
28 Reducing the institutional rules 4.20 0.63 Agree 1.5
that restrict teacher autonomy.
29 Teachers’ continuous reflection 4.40 0.52 Strongly Agree 1.5
and analysis of their own teaching
process.
Overall 4.30 0.42 Strongly Agree
Legend: 1.0-1.80- Strongly disagree, 1.81-2.60- Disagree, 2.61-3.40- Neutral, 3.41-4.20- Agree, 4.21-5.0- Strongly agree

The third section of the questionnaire is related to the approaches that help secondary

school English teachers in developing autonomous learners. It includes (4) items, their overall
mean is (4.30). It indicates that there is a strong agreement among respondents about the

ways that help in developing learner autonomy.

The results indicate that most participants support the statement that “teachers’

continuous reflection and analysis of their own teaching process” can help in developing

autonomous learners with the highest mean. Although the statement, “Reducing the

institutional rules that restrict teacher autonomy” got the lowest mean, but still the

participants agreed that it can help develop autonomy in learning. In general, all the

statements are necessary that the English teachers may consider in their English classes to

develop autonomy among learners.

Discussions

1. Teacher’s Roles in Fostering Learner Autonomy

Regarding the study's first goal, the findings revealed that secondary school language

instructors at Dangcagan National High School frequently take on a variety of responsibilities

to support learner autonomy. These jobs are classroom manager, counselor, resource, and

facilitator, ranked from highest to lowest. The other three jobs scored higher than (4.21) and

still belong to always, despite the fact that teachers' function as classroom managers received

the highest mean (4.52), there is no discernible difference in the extent to which these roles

are actually carried out by teachers. According to Voller's (1997) study, which was

mentioned by Alonazi (2017), instructors are resources who make their knowledge and

experience available to students. They also operate as "a facilitator who promotes decision-

making processes, a counselor who responds to the constant needs of students, and a

resource.". According to each job, the data showed how frequently teachers used various

teaching techniques in their classrooms. Female English teachers were discovered to play the

function of facilitator by inspiring students to reflect on their learning process and assisting
them in assessing their learning progress. According to Nguyen (2014), in order for students

to have learning autonomy, teachers must let them choose and alter both the subject matter

and the method of instruction. The results of the current study showed that teachers typically

take on the role of "classroom manager," giving students clear instructions for the tasks they

are assigned, explaining the goals and significance of those tasks, and allowing students the

chance to voice their opinions during learning activities. According to the study Al Asmari

(2013), teachers serve as counselors by giving students advise on how to deal with their

learning issues. This is the second job of the teacher in fostering autonomy in learning.

2. Challenges Facing Teachers in the Development of Learner Autonomy

The study's sample teachers emphasized the barriers to learner autonomy growth.

According to the teachers' consensus, three items received the top three highest scores, and

they are as follows: "Students lack the skills for autonomous learning," "Technology is not

effectively implemented in language learning," and "Teachers lack the essential strategies to

promote learner autonomy." These results are in line with those of Borg and Al-Busaidi

(2012), who found that teachers cited variables relating to students, institutions, and teachers

as barriers to the promotion of learner autonomy. Not all educators concurred that their

learners are independent learners. Similar findings from studies by Tanyeli & Kuter (2013)

and Nguyen (2014) showed that teachers did not view their students as independent learners.

This is unmatched given the current study's findings on the first question, which show that

professors greatly encourage student autonomy (3.94 on average). It might be because

teachers are unaware of the different roles they are playing or because they don't fully grasp

the idea of learner autonomy. (Yunus & Arshad, 2015; Borg & Busaidi, 2012; Al Asmari,

2013).
3. Approaches for Helping Teachers in Fostering Learner Autonomy

According to Camilleri (1997), referenced by Alonazi (2017), "autonomous learning

should be supported by autonomous teaching," and that "a supportive environment should be
created for teachers to practice autonomous teaching." The measures that can help to promote
learner autonomy were endorsed by the teachers who participated in the current study's
survey. A successful strategy for assisting teachers to foster autonomous learning is to reduce
institutional norms that limit teacher autonomy and engage in ongoing reflection and
examination of their own teaching practices. This finding is in line with other researchers'
recommendations that stress the value of teachers critically evaluating their practices in order
to take charge of their own teaching processes (Little, 1995; Lamb, 2008; Nunan, 1997).
Reducing the rules in schools that restrict the independence of teachers and offering in-
service teachers with professional development programs on learner autonomy are other
approaches that the study results indicated as important in the development of autonomy.
This result is in line with the results of Al Asmari (2013) and Yunus and Arshad (2015), who
concluded that teachers strongly agreed on considering continuous professional development
an important futuristic step for improving learner autonomy. Overall, the data from the
present study demonstrated that teachers are currently promoting autonomous language
learners to a high degree by taking on different roles: facilitator, counselor, resource and
manager.

Conclusions

The current study examined how English teachers at Dangcagan National High
School can promote learner autonomy in secondary school. This was accomplished by
looking into the actual roles secondary school instructors perform to encourage independent
language acquisition in their respective educational contexts. The findings point to a bright
future for learner autonomy. There has been a notable shift toward a more learner-centered
pedagogy, which is reflected in the practices of contemporary teachers. Therefore, the current
circumstance could be seen as a period of transmission from traditional approaches to
student-centered approaches. According to the research's findings, English teachers play
different roles in autonomous learning depending on the situations in which they are active.
In reality, a teacher in such a learning environment serves as a manager, resource, counselor,
and facilitator in addition to imparting knowledge. As a result, learners will be able to
manage their language learning in a variety of ways, including by reflecting on their own
learning process, assessing their performance, and formulating significant learning-related
decisions. The crucial role that teachers play in fostering independent language learning
should never be discounted.

Recommendations

Based on the results obtained from this study, the following points are recommended
for learner autonomy development in Dangcagan National High School:

1) That the school may provide their teachers with autonomy-oriented education in term of
theories and practices, which guarantee that teachers apply them in their schools.

2) The school may consider teachers to be exposed to professional development programs

such as courses, workshops or seminars on learner autonomy to equip them with the best
strategies of fostering autonomy.

3) That the Department of Education may provide a comprehensive and practical framework
of how the concept of learner autonomy should be manifested in language classrooms.

4) That the development of autonomous learning needs collaborative work and great efforts
from all the parties involved in the educational context including administrations, schools, ,
supervisors, teachers and learners.