Student autonomy in the classroom: balancing permission and authority in Algerian and Russian classrooms

Student autonomy is essential in modern education, promoting engagement, motivation, and critical life skills. This study examines the communication styles of Algerian and Russian students, focusing on their indirectness when requesting permission from teachers. Using a comparative case study design and qualitative methods, 143 students (72 Russian and 71 Algerian) completed discourse completion tests in their native languages, reflecting real-life classroom interactions. Findings reveal that both groups tend to use indirect strategies due to cultural values emphasizing hierarchy, respect, and formality. However, while indirectness is common, Algerian students occasionally employ more direct forms like declaratives, reflecting a shift toward autonomy and independence. Differences in rhetorical strategies highlight how societal and educational norms shape student-teacher communication. The study underscores the importance of cultural awareness in diverse educational settings, suggesting that understanding these communication patterns can enhance teacher-student relationships and create more inclusive, respectful classroom environments that support effective learning and student agency.