PROMOTING LEARNER AUTONOMY IN LANGUAGE LEARNING AND TEACHING

Abstract

Learner autonomy has become a central concept in contemporary language learning, reflecting a shift from teacher-centered instruction toward learner-centered and lifelong learning-oriented paradigms. This article examines the theoretical foundations, pedagogical strategies, and practical implications of promoting learner autonomy in language learning and teaching. Drawing on cognitive, metacognitive, and sociocultural perspectives, the paper conceptualizes learner autonomy as the capacity of learners to take responsibility for their learning through informed decision-making, self-reflection, and strategic action. The role of teachers, contextual influences, and classroom practices that foster autonomy are critically discussed. Practical strategies, including project-based learning, task-based instruction, self-assessment, reflective practices, collaborative learning, and digital tools, are illustrated and analyzed. Challenges to implementation—such as learner resistance, cultural expectations, and curricular constraints—are also addressed, with evidence-based recommendations offered. The article concludes that learner autonomy is not merely a methodological option but a transformative educational approach that empowers learners and enhances sustainable language learning outcomes.