Learner Autonomy: An Investigation into the Perspectives of Iranian EFL Learners

The present study examined the perspectives of Iranian EFL learners towards learner autonomy. In order to achieve such goals, 108 Iranian EFL learners selected through convenience sampling were asked to take part in the study by filling out a questionnaire devised by Spratt, Humphrey and Chan (2002). The findings revealed that Iranian EFL learners gave important decisions of their learning process such as deciding the objectives of the course, deciding what to learn next, and choosing educational activities and materials to their teachers. Besides, in cases including stimulating their interest in English, making sure of their progress during lessons, deciding on what they learn outside class, and making themselves work harder, learners shared responsibility with their teachers in enhancing their autonomy. Furthermore, the results of the present study demonstrated that learners’ perception of their ability in learning English in various aspects was average and high. In particular, they depicted themselves as efficient agents in evaluating their learning, course and weaknesses in English.