Afghan EFL learners’ perceptions of readiness for autonomous learning

In undergraduate education, autonomous learning is widely regarded as a desirable goal because it adheres to learner-centred approaches and promotes lifelong learning. However, there have been relatively few empirical studies on autonomous learning practices in Afghanistan. This study aimed to investigate how EFL learners perceive autonomous learning as well as their readiness for autonomous learning. The study also aimed to discover the relationship between autonomous learning and readiness; and the difference among their educational levels. A quantitative approach was used to achieve these objectives. The data were collected utilizing a questionnaire and recruited 244 EFL learners at Kandahar University, classified as a public university. Inferential and descriptive statistics were conducted using SPSS v24. The findings revealed positive attitudes toward autonomous learning among EFL learners. However, they did not seem ready to be autonomous in certain areas. For example, learners seemed reliant on their lecturers. Also, the findings indicated no significant difference among educational levels. Additionally, a positive and significant correlation between autonomous learning and readiness for autonomy was found. Practical implications are made for the ministry of higher education and EFL lecturers in light of the findings. t of the findings.