ENHANCING LEARNER AUTONOMY THROUGH STUDENT-CENTEREDAPPROACHES IN ENGLISH LANGUAGE EDUCATION
Keywords:
learner autonomy, student-centered pedagogy, English language teaching, self-regulated learning, metacognition, reflective practice, teacher as facilitator, formative assessmentAbstract
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. It further analyzes the shifting role of educators from knowledge transmitters to scaffolding facilitators, emphasizing the importance of explicit metacognitive training and formative feedback. Contextual barriers including cultural expectations, high-stakes assessment systems, and teacher readiness are addressed alongside phased implementation guidelines
