ENHANCING LEARNER AUTONOMY THROUGH STUDENT-CENTEREDAPPROACHES IN ENGLISH LANGUAGE EDUCATION

Authors

  • Inomidinova Dildorxon Ikramovna Author

Keywords:

learner autonomy, student-centered pedagogy, English language teaching, self-regulated learning, metacognition, reflective practice, teacher as facilitator, formative assessment

Abstract

Learner autonomy has emerged as a critical competency in
contemporary English language education, yet it remains underdeveloped in many traditional, teacher-dominated classrooms. This article explores how student-centered pedagogical approaches can systematically cultivate autonomy, transforming language learners into self-directed, metacognitively aware, and lifelong communicators. Drawing on second language acquisition research, educational psychology, and classroom-based studies, the paper examines key strategies such as guided goal-setting, reflective practice, peer-mediated collaboration, choice-driven tasks, and flipped instructional models.

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Published

2026-05-05

Issue

Vol. 3 No. 23 (2026): International Conference on Innovation in Education, Science and Technology (ICIEST)

Section

Articles