Afghan EFL lecturers’ beliefs about autonomous language learning

Recently, the paradigm of language instruction has evolved to prioritize students’ accountability and autonomy. Nevertheless, within the Afghan context, there exists a paucity of empirical evidence regarding autonomous learning from the perspectives of EFL lecturers. This study delineates the viewpoints of EFL lecturers concerning autonomous learning, their roles and challenges they face in its promotion within the Afghan context. To achieve these objectives, data were gathered through semi-structured interviews conducted with nine participants. Thematic analysis of the data was executed utilizing techniques of data reduction, data display, and the drawing and verification of conclusions. The findings elucidated that EFL lecturers regard autonomous learning as an efficacious pedagogical approach for learners to assume responsibility. This suggests that lecturers function primarily as facilitators in the learning process. Moreover, results indicated that a fixed curriculum constitutes the principal obstacle to the promotion of autonomous learning. In light of the findings, the sample utilized in this study does not accurately reflect a broader population. Consequently, the findings cannot be generalized to other public universities. The present study contributes incrementally to our understanding of how Kandahar University fosters autonomous learning. This study offers practical implications for policymakers, educational institutions, and lecturers who are interested in adopting autonomous learning as a worthwhile educational goal.