Autonomous Learning in Times of Crises: EFL Libyan Teachers’ Perspectives and Experiences

Abstract

This study attempted to highlight the importance of autonomous learning in times of crisis. It relied on lessons learned from the outbreak of the Corona epidemic and how it was confronted in the field of education. The study adopted a qualitative approach by distributing a qualitative questionnaire to 73 EFL Libyan teachers and inspectors, in addition to conducting interviews with eight of them. The most important findings are that many English language teachers do not have sufficient knowledge of the concept of autonomous learning. As for others, despite their knowledge of autonomous learning, they did not adopt it in the classroom. However, some teachers reported their attempts to resort to autonomous learning to save time and effort. Although they were simple attempts, they indicate the possibility and effectiveness of adopting autonomous learning in Libyan schools. Finally, the study suggested some pedagogical recommendations for the adoption of autonomous learning and urged to consider its crucial role in in English language classes.