AUTONOMOUS LEARNING IN EFL CONTEXTS: A SYSTEMATIC LITERATURE REVIEW OF PEDAGOGICAL PRACTICES AND LEARNER OUTCOMES

Abstract

Autonomous learning has become a central focus in English as a Foreign Language (EFL) education as learners are increasingly expected to take responsibility for their own learning processes. Numerous studies have explored how autonomy is fostered through various pedagogical practices; however, findings remain scattered across different contexts and approaches. This study aims to systematically review existing literature on autonomous learning in EFL contexts, with particular attention to pedagogical practices and reported learner outcomes. Employing a Systematic Literature Review (SLR) methodology, this study analyzes peer-reviewed journal articles published between 2018-2025, selected through predefined inclusion and exclusion criteria. The review reveals that autonomous learning is commonly promoted through technology-enhanced learning, project-based learning, strategy instruction, and self-assessment practices. Reported learner outcomes include improvements in learner motivation, language proficiency, metacognitive awareness, and self-regulation skills. Despite these positive outcomes, challenges such as limited learner readiness, teacher dependence, and institutional constraints persist. This review contributes theoretically by synthesizing key trends in autonomous learning research and practically by offering insights for EFL educators seeking to design learning environments that foster learner autonomy.