Résumé:
The present work aims at identifying and describing learner autonomy in English as foreign language classes that influences License one students department of English at Mostaganem University. Throughout this study, we wanted to know if L1 students are autonomous learners, we hypothesize that if students use Technologies they will develop their learner autonomy, we advance that if teachers support their students’ autonomy, this latter will be promoted. And henceforth their English learning skills will be developed. As a method of research, the descriptive method has been used to confirm the hypothesis. As a tool, in the study we used two questionnaires and an Interview for gathering data. The findings of students’ questionnaire as well as teachers’ questionnaire and interview revealed that most of the students suffer from a severe lack of autonomy among L1 students since they find huge difficulties in directing their own path of learning although the availability of digital tools and technologies among them which plays an important role in raising the learner autonomy awareness. Furthermore, this study proved that the role of the teacher is not ignored. Thus, we have suggested some qualities and characteristics of autonomy for both teachers and learners so as to develop it in our classes using technologies and digital tools.
