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    • L’autonomie de l'apprenant, Croyances des enseignants, Enseignants d’anglais, Les pratiques en classe , This paper aims to explore EFL teachers’ beliefs of learner autonomy and their teaching practices to promote autonomous learning in the classroom. The participants are 33 English teachers at Setif2 University. For data collection, an adapted questionnaire is used and analyzed quantitatively and qualitatively. The findings reveal that the majority of teachers understand learning autonomy and its influential role in language learning. However, they are negative about the feasibility of some of learning autonomy principles such as involving students in decision-making about objectives of the course, learning assessment and classroom management. Although teachers are cautious about their roles in promoting learning autonomy, they report that they actually provide learners with a range of opportunities to enhance their autonomous learning inside and outside the classroom. The paper reveals and discusses some of the challenges for promoting learning autonomy along with the pedagogical implications for teachers, learners and policy makers , استقلالية المتعلم، معتقدات الاساتذة، معلمي اللغة الإنجليزية كلغة أجنبية، الممارسات الصفیة (1)
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