Abstract:
The main objective of this study was to explore grade 10 EFL learners’ and teachers’
perception and their roles in implementing autonomous learning, and challenges of Serbo and
Dibu Bijit high schools in Jimma zone. The study was a descriptive survey design involving a
mixed research approaches (quantitative and qualitative research methods). The participants of
this study were 276 (146 Male and 130 Female) students of grade 10 that were selected through
a systematic random sampling technique, and also 10 EFL teachers purposively selected from
the two Secondary Schools. To collect data,37 close ended questionnaire items and 7 interview
items were used from primary sources, students and EFL teachers. A semi-structured interview
was also employed to gather information from the EFL teachers. The quantitative data were
analyzed by using simple statistical tools such as frequency and percentages, while the
qualitative data was analysed qualitatively by narration and by comparing and contrasting with
the findings of the quantitative data. The findings of the study revealed that the extent to which
EFL students and teachers, at the sampled schools, implemented autonomous learning was
below the minimum standard. It could also be inferred from this result that many EFL students at
the schools under the study were more teacher-centred as they were much dependent on their
teachers during the learning process, resulting in a lack of ability to learn autonomously. This
was also true of the EFL teachers at the schools who were still pursuing the teacher-centred
approach. Therefore, it is advisable for the EFL teachers to create a positive relationship with
their students in order to create a student-centred class with an autonomous environment. The
EFL teachers’ effort should start with changing the attitudes of their learners’ towards the study
of English as a subject.
