Abstract Learner autonomy is an essential part of learning a language, and it is generally accepted that students need their teachers’ assistance in order to become more independent in learning English. The beliefs and applications of teachers are essential for encouraging this independence. There have been numerous studies focusing on teacher beliefs based on learner autonomy; nonetheless, few studies have revolved around teachers’ actual classroom practices to improve learner autonomy. In this vein, the current study investigates the beliefs and classroom practices of an English as a Foreign Language (EFL) teacher, who has a pseudonym-Melek-, with the objective of enhancing learner autonomy. In addition, it aims to discern potential discrepancies between the teacher’s articulated beliefs and her pedagogical practices, while also emphasizing the challenges faced during her online classes. Using a case study, the study gathered information from a single participant by interviews and observations for eight weeks. Subsequently, the data was analyzed utilizing a thematic analysis. The results show the participant used several techniques to foster learner autonomy. Her stated beliefs clearly differed from the observed classroom environment, though. The participant had difficulties applying procedures based on classroom-, learner-, and teacher-centered approaches to promote autonomy in the online teaching environment even if she recognized their potential. These results have various consequences. Policymakers are urged to understand the need of supporting learner autonomy by means of interaction in online learning environments and to modify guidelines in line with this realization. Furthermore, in-service training courses must be tailored to provide EFL teachers with efficient tools for encouraging learner autonomy. Key words: autonomy, teacher beliefs, classroom practices, online teaching.
Saral et al. (Wed,) studied this question.