Abstract:
This study attemptedto explore EFL students’ discourses on English language learning and teaching and toexamine their readiness for autonomous learning. A qualitative framework was embraced to accommodatethe interpretivist perspectiveunderpinning this study. Language Learning Histories of the studentsand questionnaire data were combinedin order to shed light on the prevailing learning culture in this context. The findings demonstrate the students’ readiness for learner autonomy through their understanding of their complex learning context and their lack of readiness for autonomy as they consider the teacher as the sole figure of authority because of a non-supportive learning environment
