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Teachers differ on whether autonomy is innate, while most stress the importance of a supportive learning environment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/learner-autonomy-pakistani-english-teachersbeliefs-research-study-on-teachers-perceptions/595773/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/learner-autonomy-pakistani-english-teachersbeliefs-research-study-on-teachers-perceptions/595773.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What was the purpose of this study on learner autonomy (LA)?","Question",{"text":63,"@type":64},"The study focused on the gap in existing research by examining Pakistani English university teachers’ beliefs about LA.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data collected and analyzed?",{"text":68,"@type":64},"Semi-structured interviews were conducted with 16 teachers from four public universities of Punjab, and content analysis informed the findings.",{"name":70,"@type":61,"acceptedAnswer":71},"How do teachers define learner autonomy in this study?",{"text":72,"@type":64},"Teachers define LA in terms of learner independence and control over learning, whether as responsibility alone or shared, and as both a technique and a process.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595773,1792189725,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":108,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Learner Autonomy: Pakistani English Teachers’Beliefs  \nMusarat Yasmin * and Ayesha Sohail**  \nAbstract  \nThe idea of learner autonomy (LA) has been widely referred to in the field of English Language Teaching (ELT) for more than three decades. Only limited work has been conducted on the teacher’s perception of LA. The present study was conducted to focus on this gap. It investigated Pakistani English university teachers’ beliefs about LA. Semi-structured interviews were conducted with a sample of 16 teachers from four public universities of Punjab. Content analysis informed that majority of teachers had a little familiarity with the concept. Learner autonomy was defined as learner independence in terms of ability or authority to take control of their learning, asthe learner’s responsibility alone or shared, as a technique and as a process. Teachers’ opinion was divided upon the idea of the innate nature of autonomy. However, the majority found autonomy supportive learning environment quite crucial to learner’s autonomy. It can be implied that teachers need an awareness of the nature and significance of autonomy in their learners for successful language learning.  \nKeywords: Learner autonomy, English teachers’ perceptions, learner independence, learner responsibility  \n* PhD Scholar, University of Azad Jammu and Kashmir, Muzaffarabad. [Email: musaratyasmin@uog.edu.pk](Email: musaratyasmin@uog.edu.pk)  \n** Dean, Faculty of Humanities, University of Azad Jammu and Kashmir, Muzaffarabad  \nIntroduction  \nA body of research has been conducted to investigate the nature of Learner Autonomy (Benson, 2001) . Several claims are made on the rationale of LA (Camilleri Grima, 2007; Cotterall, 1995; Palfreyman, 2003) such as it is a human right and it improves language learning and prepares the students for life-long learning by letting them make the best use of learning opportunities. However, researchers found teachers’ voices lacking language teachers’ perception of LA. This is a significant gap as teachers’ beliefs influence their teaching practices. It was intended to address the gap by investigating what exactly ‘LA’means to English language teachers working in public universities of Punjab, Pakistan.  \nLiterature Review  \nThe idea and implementation of learner-centred approaches in teaching have been wellestablished for many decades. Learner as an active individual got recognition in Psychology under the influence of Kelly (1955) .  \nRather than taking learner as passive being, researchers considered him/her someone who brings previous beliefs, experiences and inclinations to the classroom and who achieves self-development by shaping his or her learning practices actively (Stevick, 1980) . In constructivism, the learner is placed in the centre focusing learning process more than the product. Success was considered dependent on the learner’s self-awareness of his/her learning and learning management.  \nThough a great deal of theorizing (see Benson, 2007) was witnessed over the years, the concept of autonomy remained unclear exactly what it means to language instructors at large in different cultures. The earliest and most cited definition of LA is found in Holec’s seminal work (1981) as the ‘ability to take charge of one’s own learning’ where this ability means  \n‘to have and to hold, the responsibility for all the decisions concerning all aspects of this learning, i.e. determining the objectives; defining the contentsand progressions; selecting methods and techniques to be used; monitoring the procedure of acquisition properly speaking (rhythm, time, place, etc.);  \nevaluating what has been acquired’ (p. 03) .  \nLater, the term ‘ability’ was replaced by ‘capacity (Benson, 2013; Little, 1991) and ‘right’ (Benson, 1997) and Holec’s (1981) phrase ‘take control of’ was understood as learner’s responsibility (Dang, 2010) . Wang (2014) considered a learner’s attitude and ability as kernel key factors to decide LA. Moreover, LA has been theo","cbCaisbvISkwxcYW","https://ap.wps.com/l/cbCaisbvISkwxcYW","pdf",115877,16,"English","# Abstract\n# Introduction\n# Literature Review\n## Key Concepts and Definitions of Learner Autonomy\n# Research Question\n# Method\n# Participants and Context","[{\"question\":\"What was the purpose of this study on learner autonomy (LA)?\",\"answer\":\"The study focused on the gap in existing research by examining Pakistani English university teachers’ beliefs about LA.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"Semi-structured interviews were conducted with 16 teachers from four public universities of Punjab, and content analysis informed the findings.\"},{\"question\":\"How do teachers define learner autonomy in this study?\",\"answer\":\"Teachers define LA in terms of learner independence and control over learning, whether as responsibility alone or shared, and as both a technique and a process.\"}]","Learner Autonomy: Pakistani English Teachers’Beliefs - Research Study on Teachers’ Perceptions | PDF",1792081838]