摘要：There has been heated debate over the issue of learner autonomy in the arena of language education for the last three decades. To this effect, the present study intends to examine Iranian teacher's perception of learner autonomy and its desirability and feasibility in Iranian context. The beliefs and reported practices regarding learner autonomy of 123 teachers of English as a foreign language (EFL) were studied via questionnaires (Borg & Al-Busaidi, 2012). The results showed that the majority of teachers had an acceptable level of understanding of learner autonomy, but in their view, no notable amount of interest in desirability and feasibility of learner autonomy was seen. In addition, the findings implied neglected aspects of practicality of learner autonomy among EFL teachers and consequently lack of impetus to make its practice desirable. Finally, this study concludes with highlighting the role of autonomy in teacher education programs and some implications are proposed.
