A Qualitative Exploration of English Language Teachers’ Perceptions and Practices of Learner Autonomy in Lahore’s Secondary Schools
DOI:
https://doi.org/10.58932/MULI0022Keywords:
Learner autonomy, English language teachers, Pakistan, education, thematic analysis, challenges, strategies, professional developmentAbstract
This qualitative case study examines English language teachers' perceptions and classroom practices concerning learner autonomy (LA) in secondary schools in Lahore, Pakistan. The study aimed to understand the teachers' views, the challenges they face, and their practical strategies for fostering LA, particularly across public and private school contexts. Using purposive sampling, in-depth interviews were conducted with 20 teachers, and the resulting data were analyzed via thematic analysis. Findings revealed that while teachers value LA, its implementation is significantly hindered by systemic factors, including a rigid curriculum, lack of institutional support, and students' reluctance toward self-directed learning. The findings highlight a clear dichotomy in autonomy practices between the more flexible private schools and the constrained public schools. Despite these barriers, teachers are employing creative strategies such as collaborative group work and student-led projects. The study concludes with a critical call for professional development and curriculum reform to effectively integrate learner autonomy into the Pakistani educational system.
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