The role of teacher
learner s‟ perspective. The learners have a strong desire for a positive and
dynamic involvement in the language learning process. Therefore, their beliefs about learner autonomy may vary from one to another. The
beliefs that learners hold about language learning may have a significant impact on their learning outcomes.
That is, learners‟ beliefs, as a part of metacognitive knowledge, exert either positive or negative effects on learning process. Learners‟
intuitive beliefs about language learning process, their own abilities and the use of effective learning strategies will facilitate their learning and
assist them to develop a more active and autonomous attitude which allows them to take charge of their own learning. However, mistaken or
uninformed beliefs about language learning may lead to dependence on less effective strategies, resulting in indifference towards learning, poor
cognitive performance, classroom anxiety and a negative attitude towards autonomy.
The world of education is shifting rapidly from the authority to democracy. Many of the current theories of teaching and learning also
put emphasis on the learner centered activities. The objective of teaching and learning should be the learner autonomy. The statement from Scharle
and Szabö 2000 : “you can bring the horse to the water, but you cannot
make him drink”, can describe why autonomous learning is vital. In language teaching, teachers may be able to provide all the
necessary circumstances and input. But they should realized that the fact that learner being autonomous, teacher roles may never be hindered and
it only change from being a teacher as a sole source of knowledge to being the facilitator, and the guidance to keep learning progress in tracks
and to reflect upon their decision and their learner decision Al Asmari, 2013. Furthermore, The realization of the goals in learning very much
depends on learners having a responsible attitude and also can happen only if learners are willing to contribute, and only if they do. Their
passive presence will not be enough, just as the horse standing by the river would remain thirsty if he stood still by only waiting patiently for
his thirst to go away. Today the traditional teaching should be replaced by the modern
technologies of teaching. The lecture and note oriented classes have gone infective and need to be switched to the innovative techniques. This
implies the need for new styles in teaching learning. With regard to motivations, most learners learn English with
either an instrumental motivation or an integrative motivation, or indeed with both. Most learners have the confidence to learn by themselves, but
they do not completely believe they are capable of goal setting, implementation and self-evaluation in English language learning. They
are still inclined to need guidance and advice from their teachers. As for learning environments, most learners think teachers and
class teaching still play an indispensable role in the language learning process, but not the only dominant role as they traditionally did. This
suggests that promoting autonomous learning doesn‟t mean the language classroom is not necessary; rather the language classroom can provide a
favorable environment for developing the capacity for autonomy. Of course, the learners desire more diversified learning environments and
resources, not just constrained to classroo m teaching and the teacher‟ s
transmitting of book knowledge. All this suggests that learners have already made psychological preparations for learner autonomy.