Teachers’ perceptions of students’ autonomy in remote EFL courses

Abstract

This qualitative study explored the perceptions of ten teachers about the autonomy of EFL students in remote teaching. Data were gathered from a questionnaire and a focus group interview. Teachers had claimed that the students possess characteristics that may allow them to achieve effective self-governance of their learning, especially when they have the freedom to choose what to learn, despite their contextual and social difficulties. Nonetheless, results unveiled that contrary to the teachers’ expectations, students depicted low levels of autonomy as they attended EFL remotely delivered classes. The study highlights the importance of providing teachers with training on developing learners’ autonomy and the use of technology to ensure a more effective students’ response in remote teaching.