Learner autonomy

Cultural diversity

Linguistics

Mathematics education

Engineering

Philosophy

Pedagogy

Cultural competence

Language education

Anthropology

Mechanical engineering

Comprehension approach

Psychology

Politics

Political science

Sociology

Focus group

Promotion (chess)

Autonomy

Language acquisition

Limiting

English language

Space (punctuation)

Cogent Education

Learner autonomy has been a focus of research for last more than three decades. Teachers are considered a potential instrument in bringing change but their role, however, received little space which is observed recently, particularly in developing learner autonomy in language classrooms. This paper examines the beliefs of Pakistani English teachers about the feasibility of autonomy in learners at BS level and investigates the potential socio-cultural constraints restricting the development of learner autonomy. A sample of 16 English language teachers was selected from four public universities and data were gathered through semi-structured interviews. Data were later analysed thematically. Pakistani learners and teachers believed that learner autonomy is a new concept. Culture has been found playing a major role in limiting the role of learner autonomy. The present study indicates that perceived barriers should be removed for successful promotion of autonomy in learners.

Socio-cultural barriers in promoting learner autonomy in Pakistani universities: English teachers’ beliefs