EFL teachers' perception and practises on learner autonomy

In recent years, interest in the theory and practice of learner autonomy in language education has grown significantly, particularly in response to evolving pedagogical paradigms and the global shift toward distance education during the COVID-19 pandemic. In this context, teachers' beliefs have become increasingly pivotal, as their perceptions and attitudes—whether explicit or implicit—can substantially shape the development of learner autonomy. Understanding how English as Foreign Language (EFL) teachers conceptualize and foster learner autonomy is therefore essential to informing effective instructional strategies and enhancing student motivation. This study explores the perceptions and classroom practices of EFL teachers regarding learner autonomy. A mixed-methods design was adopted, combining quantitative and qualitative data. A total of 100 EFL teachers participated in the study by responding to a structured questionnaire. Subsequently, 14 participants were selected for in-depth, semi-structured interviews. The results indicated that teachers generally held positive views toward learner autonomy and employed a variety of strategies to promote it. These findings offer valuable implications for language teacher education, curriculum development, and the promotion of autonomy-supportive teaching in both traditional and digital learning environments.