Investigating the Effect of Raising EFL Teachers’ Awareness of Learner Autonomy on Students’ L2 Motivation in EFL Learning

the current study explored the effect of raising EFL teachers’ awareness of learner autonomy on students’ L2 motivation. Initially, a questionnaire adapted from Borg and Al-Busaidi (2012) assessed teachers’ beliefs about learner autonomy. Twenty EFL teachers unaware of the concept of autonomy in EFL learning were selected based on their responses and were divided into two groups: an experimental group and a control group. To evaluate students’ L2 motivation, Taguchi (2010) L2 motivation questionnaire was used. Based on the respondents’ answers 100 students initially lacking motivation in L2 learning were selected. Afterwards, these students were divided evenly between the two teacher groups. The experimental group teachers attended a ten-hour workshop on autonomy. The treatment involved a comprehensive workshop focusing on enhancing the participants’ awareness and understanding of learner autonomy. The workshop covered topics such as the principles of learner autonomy, practical strategies to promote autonomous learning, and the benefits of fostering an autonomous learning environment. Teachers engaged in interactive sessions, group discussions, and practical activities to translate theoretical concepts into classroom practices. After instructional phase, the same questionnaires were administered to assess students’ motivation fluctuation. Independent sample t-test analysis showed a significant difference in posttest scores between students’ scores in both groups. Data analysis showed a significant improvement in motivation among students taught by teachers who had attended the workshop. The study concludes that teacher training focused on learner autonomy significantly enhances students’ motivation, with important implications for curriculum design and educational policy in the Iranian EFL