Investigating Moroccan EFL Students' Perceptions and Engagement in Autonomous Learning

Abstract

Learner autonomy has been considered one of the most important factors that can positively affect English language learning. This notion of learner autonomy has become the focus of many researchers. Although many studies have been conducted on learner autonomy, very little is known about learners' perceptions and engagement in autonomous learning. This study aims to investigate Moroccan EFL  students' perceptions and engagement in autonomous learning. The research employed a questionnaire as a quantitative method to collect data from 60 EFL students at the Faculty of  Languages, Letters, and Arts in Ibn Tofail University. The findings of this study revealed that learners have a positive attitudes towards learner autonomy. However, they expressed their tendency to rely on their teachers for their learning.