Factors Affecting the Implementation of Learner Autonomy in the Teaching of English Language in Zambia

The aim of this study was to establish factors affecting the implementation of learner autonomy and measures or practices that can promote it in English Language learning in rural classrooms in Zambia. This study was purely qualitative and employed a descriptive case study design. Secondary school teachers and learners were part of the investigation who were purposively selected. Instruments used in data collection included interviews and focused group discussions. The study revealed that factors that affected learner autonomy in the learning of English Language were attributed to the school, teacher, parents and learners. In addition, the study also suggested measures or practices that can help promote autonomous learning. These included the use of appropriate teaching strategies, provision of learning resources, encouraging learners to use English language, and building and stocking the library with appropriate books. The study recommended that parents, teachers and the school should work collaboratively in order to ensure that learner autonomy is promoted and enhanced in English Language learning.