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Abstract

This study investigates the notion of learner autonomy in EFL in the Moroccan School of Business and Management (ENCG). The concept of autonomy aims to empower learners to possess the necessary life skills such as critical thinking, problem solving and creativity to excel both personally and professionally. Learner autonomy was first introduced in the late 1970s and since then has been considered a learning goal in most educational curricula. In Morocco, all educational reforms, especially after 2000, have stressed the urgent need for key life skills to meet the requirements of the job market and globalised world. The present study examines the perceptions and practices of ENCG students towards learner autonomy in EFL. A sample of 662 ENCG students completed an online survey to gather quantitative data. Findings revealed that learners hold positive attitudes towards learner autonomy and they take part in activities depicting autonomous practices and behaviours. These students demonstrate a strong awareness of strategies that contribute to learner autonomy and exhibit motivation to independently acquire English language skills at ENCG. In summary, the research establishes a robust basis for the potential growth and expansion of learner autonomy across various universities in Morocco.