Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

Abstract

The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.