On Efficiency of Strategy-Based Learning in Achieving Autonomy Competence among Algerian Undergraduate Learners

In the last decade, there has been an eminent shift towards a relative emphasis on achievement, competence, and autonomy in the language teaching and learning arena. Prior to this, educationalists had a growing concern in how to gain academic achievement through considering learning strategies as part of classroom discourse. Further, instructional strategies can also gain a strategic position in the curriculum, so that learners can be self-directed and strategic learners. This can help them choose the appropriate learning strategy to successively accomplish tasks and meet the desired goals. This study would like to be a part of increasing the effectiveness of implementing Strategy-based Instruction for achieving self-guided learning and autonomy in the language class. It adapts a survey administered to three teachers of English literacy in order to elicit their views about dealing with tasks in teaching literature through instructional strategies to graduate students and their impact on achieving self-directed learning. Hence, it reported affirmative and practical outcomes from the previous studies and assumed the need for integrating instructional strategies prosperously into an ordinary literature task in class.