Afghan EFL lecturers’ beliefs about autonomous language learning
Recently, the paradigm of language instruction has evolved to prioritize students’ accountability and autonomy. Nevertheless, within the Afghan context, there exists a paucity of empirical evidence regarding autonomous learning from the perspectives of EFL lecturers. This study delineates the viewpo...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Social Sciences |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/23311886.2024.2445793 |
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