Author(s): Andrea PUSKÁS, Orsolya KISS

Title: RECONCEPTUALIZING LEARNER AUTONOMY IN THE EFL CLASSROOM: A THEORETICAL FRAMEWORK FOR EMPOWERING LANGUAGE LEARNERS

Source: P. Baka, D. Borbélyová, A. Csehiová, K. Józsa, K. Kéri, B. Kiss, O. Magirovskaya, Y. Orsovics, B. Pukánszky, Sz. Simon, P. Šenkár, A. Tóth-Bakos, A. Tóthné Litovkina, A. Varga (eds.): 17th International Scientific Conference of J. Selye University. Sessions of the Faculty of Education. Conference Proceedings

ISBN: 978-80-8122-539-0

DOI: https://doi.org/10.36007/5390.2026.550

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2025, 551-559

Published on-line: 2026

Language: en

Abstract: Learner autonomy has become a fundamental concept in contemporary discussions in the field of teaching and learning foreign languages, where promoting independent, self-aware and conscious learners is increasingly important. However, despite its centrality and significance, the concept of learner autonomy often lacks a clear theoretical grounding, which may lead to inconsistent and even misleading interpretations and incorrect applications in everyday classroom practice. Furthermore, since its definitions in the 1980s and 90s by significant scholars such as Holec and Benson, the term has been approached from various perspectives and has been shifted to new twenty-first century educational contexts. The paper explores the theoretical foundations of learner autonomy and proposes an integrated framework that can inform practitioners and educators in teaching EFL. The study synthetizes key theories, perspectives and approaches to learner autonomy and conceptualizes the term as a dynamic and multifaceted process influenced by a variety of factors including cognitive, social or contextual elements. The proposed framework is closely connected with learning strategies, motivation and social interaction. Implications for EFL education concerning teacher’s roles, curriculum design and classroom strategies are discussed. The paper contributes to outlining a more coherent and context-sensitive understanding of learner autonomy in foreign language learning.

Keywords: learner autonomy, self-regulated learning, learning and teaching EFL, learner behaviour, theoretical framework

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