Learner autonomy is a developing concept that has been the focal point of number of research papers investigating language learning. It has been under investigation by number of scholars and researchers over the years, the concept of learner autonomy has been supported by number of researchers, others attempted to prove that it does not fit all learners of different backgrounds. In this research paper, the focus is mainly on learners’ perspectives of learner autonomy, what do they know? To what extent the students understand the concept of learner autonomy? Developing autonomous learners is an area that needs to be explained. There are limited studies conducted in the Saudi context therefore, this study investigates Preparatory year female EFL students’ perspectives of learner autonomy in the Saudi context. Moreover, it examines whether the learners have the knowledge and the competence to develop their learning. The perspectives and views of 150 learners were collected using a questionnaire. The study follows a mixed methods approach. The reviewed literature showed that implications of learner autonomy reflected positively on learners (Burkert & Schwienhorst. 2008; Han, 2015). The main findings of this study revealed that students participated in this study had negative perspective of learner autonomy.

中文翻译：

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沙特语境下预备学习者对学习者自主性的看法

学习者自主性是一个发展中的概念，它一直是许多研究语言学习的研究论文的焦点。多年来，许多学者和研究人员对其进行了调查，学习者自主的概念得到了许多研究人员的支持，其他人试图证明它并不适合所有不同背景的学习者。在这篇研究论文中，主要关注学习者对学习者自主性的看法，他们知道什么？学生在多大程度上理解学习者自主的概念？培养自主学习者是一个需要解释的领域。在沙特语境中进行的研究有限，因此，本研究调查了在沙特语境下预科女性 EFL 学生对学习者自主权的看法。而且，它检查学习者是否拥有知识和能力来发展他们的学习。使用问卷收集了 150 名学习者的观点和看法。该研究采用混合方法。回顾的文献表明，学习者自主性的影响对学习者产生了积极影响（Burkert & Schwienhorst. 2008; Han, 2015）。本研究的主要发现表明，参与本研究的学生对学习者自主性存在负面看法。