Samira Gholami - MA in TEFL, Tabriz, Iran

Learner autonomy is highlighted as one of the macrostrategies in post- method condition in which learners start to take responsibility for their own learning process. Providing the appropriate environment in the EFL classrooms to promote learner autonomy relies heavily on the teachers. Despite of the benefits of such autonomy supportive environment for both teachers and learners, some teachers still stick to controlling style of teaching. This qualitative research by comparing these two different approaches of teaching sheds light on the merits of autonomous language learning in an autonomy supportive environment and the reasons or obstacles which make the teachers with controlling style of teaching stick to their approach. Classroom observation and semi structured interviews are used to collect data from participants. The findings of the research will contribute to the quality of teacher- learner relationship in EFL settings.

Post- method condition, EFL teachers and learners, Learner autonomy, Autonomy supportive environment,Controlling style of teaching