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The institution considered in the research was the university Language Center at Sultan Qaboos University in Oman. One of the aims of the language centre is to support and develop learner autonomy through specific curriculum based teachings designed to achieve this aim through their English language classes. The language centre also employs about 200 teachers of over 25 nationalities who teach English to 3,500 Omani undergraduate students.  Even with detailed courses and assessments available at the centre, the management and teachers had failed to reach a common decision regarding the existing strategies of learner autonomy in showing successful results. The context of this study is appropriate as it is set in a language centre with similar course structures and parameters as its counterparts around the world. The teaching staffs comprised of mixed nationalities and they are all concerned with English language teaching and learning. The literature is drawn from relevant sources pertaining to teaching English as a foreign language.The research questions are clearly outlined, drawn from literature references too and hence, it is deductive in nature. The researchers have listed six questions they had hoped to achieve by the end of the study, which would not only answer the aim of the research but also provide a basis for developing professional workshops for the Language Centre teachers after the study was successfully completed. Although the topic of this research would influence many more teachers or enthusiasts of this field to conduct further studies or to provide fresh evidence and results, the research paper could be used as a pilot to project one’s thoughts and understanding of this element in language teaching. The research has clearly listed its limitations and therefore, we can assume that there is a need to develop or improve the instruments used in measuring the data collected using the action-research method.


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