AbstractLearner autonomy refers to the practical situations and
interventions of learning, where individual
independence of a learner is given more attention
(Smith, 2008). Learner autonomy (LA) can be
promoted in foreign language classrooms by using
foreign language learning strategies and it can pave the
way for successful learning outcomes (Kim, 2013).
Foreign language learning strategies (FLLS) are the
behaviors, techniques and active engagement of
learners (Ellis, 2008). The present study identified the
foreign language learning strategies (FLLS), used by the
Pakistani students at the tertiary level, where they were
found to be unaware of the phenomena. Then a
learner-training program based on FLLS was designed
and implemented on the sample of 50 EFL students to
foster autonomy. The research through an experiment
of intervention found the effectiveness of the program
with reference to LA development, the enhanced use of
FLLS by students and the stimulation of their interest.
1-Ayesha Butt Lecturer, TESOL, Lahore College for Women University, Lahore, Punjab, Pakistan.2-Uzma Quraishi Vice Chancellor, Women University, Multan, Punjab, Pakistan.3-Sameera Ayub Bhatti Lecturer, Lahore School of Accountancy and Finance, The University of Lahore (UOL), Lahore, Punjab, Pakistan.
KeywordsLearner autonomy (LA), Foreign language learning strategies (FLLS), English as a foreign language
Volume & IssueIV - II