learner autonomy, student-centered pedagogy, English languageteaching, self-regulated learning, metacognition, reflective practice, teacher asfacilitator, 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.