An Investigation of Libyan EFL Postgraduate Students’ Attitudes Towards Learner Autonomy

Abstract

learner autonomy has been a central theme in the realm of English in EFL contexts.

Nonetheless, the Libyan literature demonstrates a dearth of research on post graduate learners’ perceptions about learner autonomy in the Libyan post-graduate programs. Therefore, this research investigates how Libyan EFL post graduate students perceive their role as learners, their involvement in their own learning and the role of their teachers in their education. In order to achieve this, a Likert questionnaire was used to obtain quantitative data from a sample of 36 postgraduate students in Libya.  The findings of this study reveal that the participants are aware of the importance of learner autonomy and have some autonomous practices. Nonetheless, the results indicate that the participants strongly believe that their teachers have a responsibility in both assessment and evaluation in addition to supporting their learning. Based on the findings of this research it might be suggested that learner autonomy and strategies for fostering it both within and outside of the classroom should be given more importance.