Browsing by Author "Ahmed NACER, Sofiane MORSLI"

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    Investigating Students’ Attitudes toward Autonomous Learning The Case of First Year EFL Students at the University of Ghardaïa
    (جامعة غرداية, 2026) Ahmed NACER, Sofiane MORSLI
    The Algerian LMD (Licence, Master, Doctorate) framework has placed autonomous study and student self-regulation at the center of academic success. However, newely enrolled university students often face a profound "pedagogical shock" when moving from the teacher-dependent environment of secondary school to the autonomous expectations of higher education. This study investigates the attitudes, readiness, and contextual barriers regarding learner autonomy among first-year Licence EFL students at the University of Ghardaïa. This quantitative descriptive study gathered data using a Likert scale questionnaire consisting of 28 items administered to 54 first year EFL learners. Students' perceptions were evaluated across the cognitive, metacognitive, behavioral, and affective domains. Empirical evidence suggests that a distinct "Autonomy Paradox" exists. Cognitively, students displayed considerable knowledge of their roles as learners and great readiness to foster autonomous learning behaviors. In terms of behavior, the evidence demonstrates that students consistently display strong informal autonomy in out-of-class situations, using digital technologies and other Internet resources to interact with English. Despite such readiness, significant affective and contextual constraints exist in the context of academic settings. However, considerable anxiety manifests as a protective fear of making mistakes, continued dependency on validation by teachers, and a preference for direct teaching. Such psychological constraints are compounded by structural obstacles such as the examination culture prevalent in many institutions and the lack of material resources, all of which favor passive rote learning. Findings highlight the need for explicit autonomy skills training rather than mere conceptual expectations. Inconclusion, practical recommendations have been given by this dissertation to university teachers on how best to teach, including scaffolding in class, use of technology to facilitate academic research, and changes in testing procedures to accommodate learning.