Challenges Faced by English Teachers in Promoting Learner Autonomy Insights from Secondary Schools in Lahore
Keywords:
Learner autonomy, English language teaching, Teacher-centered approach, Secondary education, Professional developmentAbstract
This study examines the challenges of English teachers in facilitating learner autonomy in the secondary schools of Lahore, Pakistan. Learner autonomy-the ability of learners to become responsible for their learning-is understood by many and has been acknowledged particularly as being essentially important in language learning. The traditional teacher-centered approach of Pakistani classrooms restricts skill development. This study aims at understanding specific barriers for teachers and provides recommendations on overcoming the barriers. Qualitative methodology was applied; semi -structured interviews were taken from 30 teachers of English in public and private secondary schools in Lahore. Institutional barriers, professional development, cultural resistance to autonomy, resource barriers, and teacher attitudes were established as follows. Recommendations were made regarding curriculum reforms, focused professional development opportunities, reducing classroom sizes, improvements in resource allocation, and transformation in attitudes and culture toward independent learning. It is against this background that this research posits the importance of systemic change to the education system of Pakistan in order to ensure learner autonomy.
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