INVESTIGATING THE ROLE OF LEARNER AUTONOMY IN ENGLISH LANGUAGE LEARNING
Keywords:
Autonomy, English Language Acquisition, Learner AutonomyAbstract
This study investigates the role of learner autonomy on English language learning among undergraduate BS English students at a public sector university located in Sindh Pakistan. The present degree of learner autonomy in English classrooms and its effect on enhancing students' English proficiency are investigated using a quantitative research approach. The Language Learner Autonomy Scale (LLAS), a 26 item test that assesses motivation, self-control, independent learning, and reflective abilities, is used to gather data from 143 participants. To identify patterns in learner autonomy, descriptive statistics, including means and standard deviations, were analyzed using SPSS. The findings indicate a relatively high level of learner autonomy among students, reflected in strong motivation, positive learning attitudes, and the use of autonomous learning strategies, despite persistent challenges related to self-regulation and time management. Learner autonomy supports self-initiated and strategic learning practices and contributes to the development of lifelong learning skills, which are closely linked to improved English language proficiency. In the context of Pakistani higher education, the study highlights the importance of systematic learner training and active instructor facilitation to further strengthen autonomy. However, the findings are subject to limitations, particularly the focus on a single institution and reliance on self-reported data. To foster more effective language learning outcomes, the integration of autonomy-enhancing activities into the curriculum is recommended.
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Copyright (c) 2026 Dr. Nargis Mari, Bakhtawer Daudpota, Kiran Shirazi, Naima Abbas Khoso (Author)
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