Abstract:
In the Algerian secondary education, learner autonomy is expected to be attained through the implementation of the competency-based approach. The present case study investigated learner autonomy at Fatma N'soumer Secondary School at Bejaia, Algeria. EFL pupils' perceptions of their own and their teachers' responsibility, their ability, willingness and motivation to learn English were examined. It also explored teachers' perceptions of learner autonomy and their practices for its promotion. To reach this aim, a questionnaire was administered to one hundred seventy three third year pupils. The quantitative method was supplemented by four EFL teachers' interviews. The analysis of the data revealed the pupils' inability and unwillingness to assume responsibility for their learning.
