Communications in Humanities Research ISSN: 2753-7072
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Research Article

Promoting Learner Autonomy in the Second Language Classroom: An Examination of Teacher-Implemented Strategies

Yuxin JinSchool of Foreign Languages, East China Normal University, Shanghai, China*

* Corresponding author: [email protected]

Abstract

Learner autonomy has been widely recognized as a key factor in second language acquisition. It is closely related to learner motivation, strategy use and academic performance. While numerous studies have explored the development of autonomous learning from the perspective of individual learners' perceptions and behaviors, there has been relatively little focus on how teachers can promote student autonomy through classroom teaching. To address this gap, this paper focuses on the specific ways in which teachers promote learner autonomy and identifies the future directions for research in this area. It adopts a literature review method to analyze the relevant empirical research, and mainly discusses two types of instructional approaches: learning strategy instruction and supportive teaching behaviors. Although existing research generally demonstrates the positive impacts on learner autonomy, overall the literature is fragmented, only lasts for a short research cycle and is limited to a single context. Future research can further focus on the long-term effectiveness of these teaching strategies, cross-cultural applicability, and the role of teachers’ teaching in supporting learner autonomy.

Keywords: learner autonomy; language learning; second language acquisition; teacher strategy; literature review
Published: June 13, 2025
DOI: 10.54254/2753-7064/2025.BO23900
Volume: CHR Vol.67
pp. 104-108
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