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

learning retreat and exacerbated mechanics lacunae; these are undoubtedly paramount for an EFL learner who is supposed to possess basics of the target language, and that would spell doom for any future aspirations. Among dependency traits, apprehension of writing. This means that, the subjects are afraid of being face-to-face with their spelling, grammar, and syntax, in short, terrorized by mistakes. This has been ratified by the lack of practice, resulting from the pandemic era. The increasing phenomenon of dependency is two- faceted. The first facet is teacher dependency, and the second is online-instruction dependency. As mentioned earlier, they have been exposed during three years long to virtual learning and its drawbacks, among those limitations, resides passiveness, accompanying language reception. Thence, the notion electronic learning is regrettably associated with readiness and effortless attainment of knowledge, dismissing any attempt of improvement or enrichment. Eventually, the complex phenomenon, called double-sided dependency stemming from the previous era is characterized by no willingness to sharpen one’s skill with regard to language items reinforcement or disciplinary empowering. Further, dependency may operate as a hurdle for the fulfillment of learners’ basic need for autonomy i.e., being able to make their own choices and act independently from the teacher. According to self- determination theory (Deci et al., 1991), this need for autonomy is essential for students’ engagement with schoolwork and broader school environment. Likewise, the beginning of the students’ development as self- regulated learners: ‘metacognitively, motivationally, behaviorally active participants in their own learning process’ (Zimmerman, 1989:329) and those are determining factors of a successful autonomous student. Similarly, a significant result has been articulated, that most learners remain dependent on teachers to a large extent. Since they tend to be incapable of setting goals, regulating, evaluating, and making reflection on their learning. This fact is not only admitted by them, but also articulated by their teachers. In other words, teachers view them as being constant spoon-fed individuals, and getting acquainted to; actually, spoon-feeding is literally accentuating in the post-pandemic period; and that, they should no longer be so. This reality, is deemed choking, and accepted without bargain. Moreover, the total number of the participants feel uneasiness with regard to the notion of ‘independency’, because this is synonymous to massive effort deployment, and concessions to make at the expense of leisure. However, this stands against endeavor economy, making decisions about learning needs; in the meanwhile, understanding individual learning styles, and promoting thinking as well as problem-solving. In short, what seems significant and remedial, is helping them in scaffolding their learning, keeping track, and monitoring progress. VI. C onclusion & R ecommendations The ongoing aftermath of the pandemic is still inspiring academics to cover at a greater distance the viral crisis spectrum. Educators and university teachers are striving with loss, concomitantly hitting dependency question that further exacerbates the teaching duty. Teachers should be responsibilizing students more, and this, by getting them engaged fully in the enrolment of the course, thus, in the learning process. Side-by-side with controlled assignment, all along with dissuasive strategies, which are highly recommended, with regard to research misconduct. Furthermore, instructors ought to boost, if existing, or nurture learner-centeredness. A kit-build approach then should be inserted to offer students multiple approaches to commit to, and assist them in operating. For instance, applying the incentive theory of motivation (Indeed Editorial Team, 2020), is a behavioral theory suggesting that individuals can be stimulated by a drive; as it advocates that people behave in the way they believe will result in a reward. Therefore, the reward might be an academic success in education, or a promotion or raise in workplaces. Correspondingly, incentives, or stimuli can be categorized into two, positive and negative. First, positive incentives comprise recognition, promotions, raises and so forth. Second, negative incentives revolve around correcting mistakes, discouraging certain behaviors, or imposing penalties. In short, receiving positive incentives promotes working hard and, remaining dedicated to the task being performed. In parallel, teachers need to create a learning environment leading to autonomy, where the learners can excise their agency in learning, which should become a major target in a course design (Ribbe & Bezanilla, 2013). Moreover, we should imbue university students with a sense of responsibility. We can achieve this, by injecting them with dose-by-dose leadership inoculation, throughout the instructive operation; and this, is in line with the learner’s centeredness approach in learning. Regrettably, we will endure the changes stemming from the experienced extraordinary context, and its long-term impacts. We hope to have contributed to the existent body of knowledge, and emphasized on the mere avenues related to student’s teacher- dependency. Ultimately, more complex analyses, are now required to tease out this pressing massive concern. R eferences R éférences R eferencias 1. Agustina, D. 2017. “Teachers’ understanding of learner autonomy in Indonesian contexts: Findings Volume XXIII Issue III Version I 36 ( ) 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