Unpacking Learner Autonomy: Instructor Insights, Sustainable Benefits, and Challenges in Tertiary EFL Context

In a rapidly changing world, the field of English as a Foreign Language (EFL) is undergoing a significant transformation, with increasing emphasis on learner autonomy (LA). Theories of pedagogy have been maturing and developing at a fast pace, bringing increased attention to the mosaic of perspectives surrounding LA. In view of its sustainable benefits, EFL instructors at Sultan Qaboos University (SQU) have made efforts to cultivate self-directed learning in supportive educational environments. Although SQU has made these efforts, promoting a culture of autonomy remains a significant challenge. This study explores English language instructors’ perceptions of learner autonomy at SQU, with a focus on its sustainable benefits and implementation challenges. It examines how instructors define and approach learner autonomy, the academic and personal advantages they associate with it, and the obstacles they encounter in fostering an LA environment. To gain insights into learner autonomy, the researchers interviewed twenty instructors from the Center for Preparatory Studies (CPS) at SQU. The findings reveal that most LA perceptions fall within a similar conceptual range. The study also highlights both the benefits of promoting learner autonomy for students and the ongoing difficulties instructors face in its implementation. The study concludes by recommending further research from the learner perspectives to deepen the understanding of LA, its perceived value, and the barriers to its adoption in higher education institutes (HEIs), as well as to examine the positive impact of blended learning on learners.