Learner’s Autonomy In English Classroom : Challenges and Strategies

This research paper delves into the multifaceted landscape of implementing learner autonomy in English language classes in Bangladesh, with a specific focus on teachers' perspectives and the challenges they encounter. The central objective of this paper is to bring out the hurdles experienced by teachers as well as gather their valuable insights regarding the integration of learner autonomy principles in the classes. For attaining this goal, a mixed method approach was adopted. First, a survey with structured questionnaires was administered among teachers to systematically learn about their challenges and experiences. Additionally, a qualitative interview of the tertiary level language teachers in Bangladesh was conducted to gather teachers’ insights related to their personal experiences in pedagogical practices in their English as a second language (ESL) and English as a foreign language (EFL) classroom. The teachers revealed mixed feelings towards implementing learner autonomy in Bangladeshi classroom context as they found it effective in most cases as well as faced challenges in terms of teachers’ preparedness and learners’ acceptance of this approach.