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about the value of learner autonomy with their (less positive) reported classroompractices (and finds a substantial gap between the two). Both these studies, then,add to existing concerns in the literature that learner autonomy is a notion aroundwhich theoretical ideals and pedagogical realities may not always concur. A thirdrecent paper here is Reinders & Lazaro (2011), which examined, via interviews,the beliefs about autonomy of teachers working in 46 self-access centres in fivecountries. We return to this study later when we summarise the findings of ourproject. These recent studies are encouraging in that they suggest a recognitionof the point we made above regarding the need for more empirical attentionto what learner autonomy actually means to teachers. Finally, a recent specialissue of Innovation in Language Learning and Teaching (Vol. 5, Issue 2, 2011) wasalso dedicated to learner autonomy, and although the papers are predominantlylearner-oriented in their focus, there are also some interesting qualitative insightsinto the work of teachers seeking to promote learner autonomy (e.g. Burkert, 2011;Kuchah & Smith, 2011)Context for the StudyIn addition to the theoretical motivation for the study discussed above, this projectwas also driven by a concrete practical need – i.e. a desire, in the institution wherethis project was conducted, to promote learner autonomy more consistently. Theinstitution involved here was the Language Centre (LC) at Sultan Qaboos University(SQU) in Oman. This centre employs 200 teachers of over 25 nationalities whoteach English to around 3500 Omani students preparing for undergraduate studyat the University.In common with similar university-based language centres around the world,the LC at SQU offers both foundation pre-sessional general English languagecourses as well as post-foundation EAP courses. The foundation courses followa skills-based curriculum covering the four language skills together with studyand research skills. These courses are taught in six levels ranging from beginnerto upper intermediate. Each level lasts eight weeks and (at the time of the study)consisted of 20 weekly contact hours. Assessment involves a range of formativeand summative measures. The post-foundation courses are tailor-made based onthe requirements of each college in the University – e.g. English for commerce.One of the goals of the LC is to support the development of autonomy in itslearners and a curriculum document used in the LC states that many ‘studentscome to the University with limited study skills, and with an over-dependenceon the teacher for their learning. We therefore need to equip students with theskills and techniques which will enable them to develop more independence andbecome more effective learners’ (English Foundation Programme Document 2010-2011, p.4). Activities for promoting learner autonomy, such as independent studyprojects and portfolios, are built into LC courses. However, there was a concern,among both the management and the teachers, that existing strategies forpromoting learner autonomy were not achieving the desired results. This providedthe stimulus for our project.220 | Teacher Beliefs Autonomy