Challenges of Learner Autonomy in the Iranian EFL Context: Teachers and Learners’ Perceptions

Document Type : Research Paper

Authors

Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran

Abstract

The study of EFL in Iran reveals complex challenges faced by both teachers and learners, particularly in fostering learner autonomy. This qualitative study explored the challenges to learner autonomy in the Iranian EFL context through semi-structured interviews with 17 teachers and 13 learners selected through purposive sampling to ensure diverse representation from various educational settings. Thematic analysis using MAXQDA was employed to identify recurrent themes related to the challenges. Findings revealed that both groups face significant obstacles, primarily stemming from curriculum rigidity, which includes prescriptive syllabi, an overemphasis on standardized testing, rote memorization, and severe time constraints. Teachers also reported barriers related to their adherence to traditional teacher-centered approaches, limited understanding of innovative methods, and insufficient professional development, alongside perceiving learners' lack of motivation and passive learning styles as hindrances. Learners, conversely, highlighted the focus of curriculum on memorization, assessment methods prioritizing grammar over practical language use, and a lack of personalized guidance from instructors, compounded by personal struggles with initiative, time management, and cultural influences. The study concludes that comprehensive educational reform is essential, advocating for more flexible curricula, diversified assessment methods, continuous teacher professional development, supportive learning environments, and a cultural shift towards valuing autonomy to enhance student engagement, language proficiency, and lifelong learning.

Keywords

Main Subjects

References

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Teaching English as a Second Language Quarterly
Volume 45, Issue 2
March 2026
Pages 121-146

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History

  • Receive Date: 06 June 2025
  • Revise Date: 19 October 2025
  • Accept Date: 15 November 2025

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