Iraqi EFL School Teachers' Perceptions of Enhancing Learner Autonomy in Their CLT Classes

Abstract

         Learner autonomy plays an important role in developing learners for a fruitful language learning/teaching process in EFL classes. More specifically, in CLT classes; a learner-centered method whereby personalized learning is emphasized and teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers’ perception on learner autonomy is crucial because their beliefs about independent learning affects the development of learner autonomy. Thus, the study aims to manifest Iraqi EFL school teachers' perceptions who apply CLT method in their teaching context regarding learner autonomy and how can they enhance it in their CLT classes throughout distributing a questionnaire to (40) Iraqi EFL teacher in different schools. Based on the findings of the study , Iraqi  EFL secondary teachers do not believe that  autonomous learning leads to development in language learning as they justify that by  Iraqi EFL learners ' incapability to  take decisions of what and how to learn due to their  immaturity and their insisting need of much guidance and instruction