Investigating Perceptions and Practices of Bachelor of Education (BED) English as a Foreign Language (TEFL) Student -Teachers in Fostering Learner Autonomy

This study examined the perceptions and practical implementation of learner autonomy strategies among Bachelor of Education (BED) student-teachers specializing in English language teaching within three selected Ethiopian public universities. A mixed-methods research design was employed, incorporating questionnaires, interviews, and focus group discussions to gather comprehensive and triangulated data. The findings indicated that although most student-teachers hold favorable attitudes toward promoting learner autonomy and view it as an essential component of effective language learning, they struggle to effectively apply its principles in their own learning environments. While they acknowledge the importance of allowing learners to participate in decision-making regarding their learning activities, such practices are not commonly reflected in their current experiences. Additionally, although they recognize the crucial role of teachers in guiding and supporting students toward independent learning, many reported limited preparation and confidence in delivering autonomy-enhancing instruction in future classrooms. Overall, the study highlights a noticeable gap between student-teachers’ theoretical understanding of learner autonomy and their practical ability to implement autonomy-oriented strategies. Therefore, the study recommends that curriculum developers, pre-service trainers, and language education stakeholders strengthen training programs and provide more hands-on opportunities that enable student-teachers to develop the necessary skills and pedagogical readiness to foster learner autonomy in English language classrooms.