Cooperative Learning as a supporting factor in promoting learner’s Autonomy: A Case Study of Third Year Licence Students of English at Abbas Laghrour University

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Abstract The idea of autonomy represents a set of skills, a beginning point for self-sufficiency and individual development. As a result, some educationalists and language teachers dedicate significant emphasis to self-directed learning, with the help of the teachers’ methods to acquire these skills, to which they incorporate elements of Cooperative Language Learning (CLL); a successful strategy to make each group member a stronger individual, students learn together to improve their own performance. The focus of this study is on autonomous and cooperative learning in a formal language learning setting. It is a case study that looks into learners' preparedness for independent learning and instructors' involvement in supporting it in higher education. The study's goal is to determine whether or not English students at Khenchela University are autonomous in their L2 acquisition. Furthermore, this study is an effort to contribute to the promotion of learner autonomy and collaborative learning in Algerian higher education. It is, in reality, an endeavor to raise awareness among instructors and students about the importance of autonomy and how to incorporate CLL in English learning. To achieve these goals, 45 hours of observations were conducted, and a questionnaire was distributed to third-year License English students at Khenchela University. Learners will be more familiar with the notion of autonomy and collaborative work as a result of this research, and they will be more conscious of its value in encouraging their learning process. Furthermore, instructors will realize their critical function in assisting students to be autonomous both inside and outside of the classroom.