Exploring EFL Preparatory-School Teachers’ Instructional Practice to Enhance learners’ Autonomy and Motivation

Abstract

This research aims to explore the instructional practice that EFL preparatory school teachers implement to promote motivation and autonomy of their learners.  (102) EFL preparatory teachers respond to a questionnaire of two main dimensions and (30 statements). Results reveal that teachers’ strongest practice that promote motivation are related to  traditional methods (feedback, praise, explanation of value). In the other side, the weakest practice are modern strategies (technology, autonomy-supporting tools, interactive digital platforms).  There is a  partial readiness among EFL teachers  to promote learner autonomy, especially in creating supportive environments, scaffolding, and encouraging independent work. Learners’ planning strategies and self-evaluation, is not well implemented. Using digital tools directed to promote autonomy is moderately implemented. Moreover, formative assessment is used for providing feedback, not effectively for adapting instruction to individual needs, which limits its autonomy-enhancing potential.