Teacher Agency and Learner Autonomy in ESL Education: A study of selected ESL teachers in Galle zonal division

Abstract

Learner autonomy has long been recognized as a vital component in English as a Second Language pedagogy. However, its implementation remains limited in Sri Lanka, where English language proficiency continues to pose a significant challenge across diverse social strata. In this context, promoting autonomous learning practices is not only beneficial but essential. Given the centrality of the teacher’s role in shaping learning experiences, this study investigates the dimensions through which teachers contribute to the development of learner autonomy, focusing on a selected group of English teachers from the Galle zonal division. Employing a mixed-methods research design, the study was conducted in two phases. Phase One utilized quantitative methods, analyzing data via SPSS Version 21, while Phase Two employed qualitative techniques to provide deeper contextual understanding. The sample comprised 60 English language teachers (N=60) teaching Grade 8 students, from which a purposive sample of six teachers (N=6), representing the three main school categories, was selected for the qualitative phase. The findings emphasized the importance of teacher’s role in fostering learner autonomy. However, prevailing pedagogical practices of the observed classrooms remain largely traditional, offering limited opportunities for autonomous learning. Although teachers demonstrate awareness of its importance, systemic barriers—including inadequate resources, rigid curricula, and lack of institutional support—contribute to teacher demotivation and reduced emphasis on autonomy-oriented practices. Consequently, learner autonomy should be conceptualized as a collaborative process in which both teachers and learners develop, with teachers’ own autonomy, supported through institutional trust and empowerment, serving as a prerequisite for fostering it in students.