Enhancing Learner Autonomy in Iranian EFL Classrooms: Exploring Teacher Perceptions and the Impact of Reading Strategy Instruction
DOI:
https://doi.org/10.55578/fepr.2505.002Keywords:
Learner autonomy, Strategy-based intervention, Reading strategies, Teacher Perceptions, EFL educationAbstract
This study aimed to explore the role of learner autonomy (LA) in Iranian EFL high schools, focusing on both teacher perceptions and the effects of strategy-based reading instruction on students' language proficiency. The primary objectives were: (1) to examine Iranian EFL teachers’ understanding and attitudes toward learner autonomy, and (2) to assess the impact of a structured reading strategy intervention on fostering autonomy and improving reading comprehension among learners. A mixed-methods design was employed, consisting of two phases. In Phase 1 (qualitative exploratory), purposive sampling was used to select three EFL teachers and 12 student participants for semi-structured interviews. In Phase 2 (quantitative intervention), convenience sampling was used to assign 28 students to an intervention group and 30 to a comparison group. The intervention consisted of a 10-week strategy-based reading program designed to promote autonomous learning. Qualitative data from interviews were analyzed using thematic coding with NVivo, while quantitative data from reading tests (pre-, post-, and delayed) were analyzed using SPSS (version 26), applying MANOVA to evaluate performance differences over time and between groups. Findings indicated that teachers generally valued learner autonomy and supported its integration into classroom practices. Moreover, students in the intervention group demonstrated significantly greater improvement and retention in reading proficiency compared to the comparison group. The study recommends integrating strategy-based instruction into EFL curricula to promote learner autonomy and enhance reading performance. However, limitations include the small sample size, the study’s restriction to one geographical context, and the short intervention duration, which may affect the generalizability of results. Future research could expand to other skills and educational levels, or adopt a longitudinal design for deeper insights.
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