| المستخلص: |
Self-directed learning is arguably one of the most pressing concerns and key themes in our epochs in the field of foreign language teaching in both pre-University and University levels. However, as a part in the teaching-learning process, the Algerian Secondary School and University actors lack a well-structured model to overcome the different challenges towards enhancing self-directed learning. In this respect, the following hypothesis: a clear deficit remains in self-directed learning unless clear techniques, methods and approaches are academically applied to enhance self-directed learning. Through using an exploratory method, content analysis and research synthesis approaches and scheduling interviews with experts in the field (at the Higher College for Teachers Training in Constantine) as tools of research, the present paper, furthermore, assumes that the Competency-Based Approach is proved not to be suitably applied in our pre-University institutions. This study will shed the light on the major challenges that face University teachers in enhancing well-based approaches towards self-directed learning. It will also spot the light on the status quo of both the Algerian teacher/learner torn between the anvil of traditional teacher-based approaches and the hammer of rote and ill-applied learner-centered approaches to learning mainly limited by institutional and individual constraints. Initial findings highlighted that teachers also caught between their positive theoretical insights and their less optimistic visions to feasibility in promoting autonomous learning. The latter, accordingly, might also be fostered via rote conditioning rather than critical thinking. Thus, the pertinent recommendation from this study is to bridge the academic and pedagogical gaps between the university teachers and their students towards long-lasting insights affecting positively the enhancement of well-applied autonomous learning at the Algerian University.
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