Promoting Autonomous Learning Through Changing Learner Beliefs: A Case Study of a Libyan Student Abroad

Fatma Elzawawi; Hana M. Alzalouk

doi:10.36602/faj.2026.n21.02

Authors

Fatma M. Elzawawi Faculty of Arts, Department of English, Misurata University, Libya
Hana M. Alzalouk Faculty of Arts, Department of English, Misurata University, Libya

DOI:

https://doi.org/10.36602/faj.2026.n21.02

Keywords:

Learner Autonomy, Learner Beliefs, Learning Strategies, Autonomous Behavior

Abstract

This paper examined learner beliefs in relation to fostering autonomous behavior. The research links learner beliefs to the study of individual differences, which supports the argument that the best conditions for learning are those in which learners are as independent as possible. The subject of this case study was an adult Libyan student who attended a general English course at a language school in the United Kingdom (UK). Data for this study were collected through an interview and classroom observations. The findings revealed that the participant was able to enhance his autonomous English learning by adapting his learning strategies in light of different learning environments and previous experiences. It was evident that the change of learning context, readiness to learn, willingness to take responsibility for the learning process, and confidence in his ability to learn English played a decisive role in shaping and transforming his beliefs and ideas about language learning.

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