Abstract:
The present study explores the role of classroom discourse in promoting learner autonomy among EFL pupils in secondary school. It specifically aims to shed light on the nature of discourse in EFL classroom and whether it promotes autonomous learning. The data were collected among third year pupils and their teachers at Barket Sliman Secondary School in Kherrata. To reach our objectives, a descriptive design was adopted using classroom observation, audio-recording of naturally occurring classroom discourse and teacher interviews. The analysis of the data demonstrates that the classroom discourse does not boost the pupils' autonomy. In addition, in the interviews the teachers reported on the pupils over reliance on the teacher and their low level of motivation to be autonomous. On this basis, it seems that classroom discourse is important in shaping pupils autonomous behavior. Therefore, it seems essential for teachers to bring some changes to their discourse mainly at the level of types of questions used, their dominance of classroom and the current type of interaction followed for the aim of promoting learner autonomy in secondary schools in kherrata. Classroom discourse plays an important role in promoting learners' autonomy through being more engaging in the learning process
