The Impacts of Learner Autonomy and Technology on the Language Achievement of Libyan Students

Teachers put learners responsible for their own language learning, so autonomous learners can make decisions about their own learning outside the class independently of teachers. Learner autonomy and technology can go hand in hand and influence student success in language learning positively. This research aims to explore the learners' beliefs about learner autonomy and technology applications in terms of motivation, meta-cognitive strategies, responsibility perceptions and outside-class-activities. To carry out this research, a questionnaire in which 119 high school students participated was conducted at a high school in Benghazi, Libya with a view to identifying their perceptions of learner autonomy and technology in language learning. In the light of the findings discovered, although Libyan students are unaware of learner autonomy involving being intrinsically motivated, developing meta-cognitive strategies and making decisions about their own learning, they only participate in outside -class- activities and make use of technology to develop language skills. Learner autonomy should be fostered in a student-centred approach and learners should be trained to become autonomous from the very beginning in order that they can produce better learning outcomes. Learners should learn to be self-directed rather than spoon-fed.