Global Journal of Human Social Science, G: Linguistics and Education, Volume 23 Issue 3

ingredients conducive to academic success, as Little summarizes autonomy by: “the ability to take charge of one’s own learning.” (Little, 2007:15). Since the estimated regression is alarmingly massive in comparison with the pre-pandemic rate. This implies that almost no effort is deployed, thereby independence. Furthermore, teachers’ constant monitoring interwoven with awareness maintenance, appear to be pivotal in front of the advance of retreat threat. b) Students’ Teacher-dependency Origins Students’ teacher-dependency took shape during the pandemic era. It was noticed that self- reliance in learning belonged to past, and that new practices emerged, altering initiative-taking, self- regulation, and self-time management and so forth. In addition, self-awareness, the notion that seems quite generous in terms of connotations, turns into an old story, when evoking virtual instruction. Synchronous online learning means that learners and instructor are at the same specific time, and synced. Likewise, asynchronous online learning is self-paced learning that enables the students to do the tasks given by the teacher during the given period. Issues interacting with the multifaceted topic of learner-autonomy caught the scholars’ attention in worldwide. A priori, curiosity and eagerness to the matter in undergraduate has been shown by (Pasaribo, 2020) who attempted in a class of the English language department to learn autonomy enhancement. All of the studies presented research on this of higher education are hardly found, moreover, student’s teacher-dependency as a severe concern has remained largely unexplored. In addition, the current interest for this issue has been triggered by a flagrant phenomenon stemming from the viral crisis era, which is indolence and reliance on teacher. Keenness to find out was further amplified by colleagues’ complaints from the same department, letters and English language, about the inability of the students to be independent in learning. This reality made teaching arduous and unilateral, besides addressing learning loss from the pandemic and the gaps that need to be tackled. This implies that there is still a lot of work ahead in assisting students to catch the delay and, reach adequate academic milestones. The teaching task is becoming quite challenging and burdensome and miscellaneous concerns about learning and knowledge attainment are put on the back burner, when evoking the post- pandemic phase. A priori, the distracting circumstances generated by the outbreak have eaten away some learners’ language proficiency, aptness and, good practices, all along with the accompanying drawbacks such as passiveness, lack of responsiveness, and retreat. Lustiness and self-responsibility belonged to the past hereafter, because most students rely heavily on teachers, i.e. absence of course enrichment enterprise, no inventiveness, or creativity. Eventually, from those mentioned before, there will be a shortage in terms of learning returns and poor yields. c) In Parallel Avenues Relevant to Dependency Issues in relevance to learning independently are several, and all of them culminate in involving engagement, achievement, internalizing, and externaliz- ing. The first one deals with the motivational as well as behavioral ability investment in the learning process. It is sad to say, however, that the populations under study did not show the least keenness in doing so. The second, is about academic accomplishment which refers to the learner’s performance outcomes as an indicator of fulfillment of specific goals. The participants were demonstrating mediocre results, far from what was expected. The third, refers to retention and retrieval abilities; in fact internalization is the basis for production. In this sense, problems in recalling and reproducing input amongst subjects were recurrently noticed, due to the lack of course belonging. The fourth consists of faculty of treating issues as separate entities, i.e. the learning target is to comprehend an information structure via creating an interactive environment to operate. II. M ethodology The objective of this research is to report and analyze the array of factors contributing to students’ teacher dependency. Hence, this study has chosen the following correlational research questions: 1- To what extent did the pandemic impact students’ teacher dependency? 2- Are students’ learning practices and beliefs significantly shifting between pre-and post- pandemic i.e., from independent or half-dependent to entirely dependent? Are we encountering students’ teacher-independence decline? Fifty master two students were the core of this study. They have experienced the pandemic for three years long, concomitantly, being exposed to hybrid-blended instruction, except for the current year. Seemingly, those promotions allow us to see in life-size learning behavior, through the lens of the post-pandemic phase. Accordingly, it was noticeable that they were externalizing new forms in handling knowledge and exhibiting novel conceptions with regard to cognition attainment and harnessing abilities. In this respect, gender was not significant in this research, since reactions and reflections were quite similar; what accounted however was to highlight motives behind this joint let it all hang out. The questionnaire ascertained the assumptions about what was observed with relevance to absence of lustiness and awareness in taking charge of one’s learning. It was dispatched at the end of the first semester of the current year, as it comprised three sections. Each section encompassed three questions, Volume XXIII Issue III Version I 34 ( ) Global Journal of Human Social Science - Year 2023 G © 2023 Global Journals Covid-19 Legacy: Post-Pandemic Qualitative Meta-Analysis on Students’ Teacher-Dependency Amongst Master Two Populations in Algeria