Investigating EFL Teachers’ Beliefs on Integrating Learner Autonomy into their Teaching Practices

Learner autonomy is broadly recognized as a crucial element of language education since it allows learners to actively engage in their learning and promote lifelong learning skills. This study aimed to investigate EFL (English as a foreign language) teachers’ beliefs on the concept of learner autonomy and find out the degree to which they integrate the tenets of autonomous learning into their teaching practices, mainly through out-of-class projects. This quantitative study randomly employed 108 EFL teachers from various universities in Kurdistan-Iraq and used a questionnaire for data collection. The findings of the study demonstrated that instructors had a positive attitude towards incorporating learner autonomy into their teaching practices. Furthermore, the data revealed a frequent use of out-of-classroom activities by EFL teachers to promote learner autonomy.