Promoting learner autonomy: Practices of English teachers in Saudi secondary schools

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The study reveals growing awareness of learner autonomy among Saudi English teachers, yet effectiveness is constrained by systemic factors.
Many teachers use autonomy-supportive strategies like shared decision-making, but face challenges from rigid curricula and exam pressures.
Quantitative survey and qualitative data were collected from 82 teachers across ten regions in Saudi Arabia, providing a comprehensive view.
Identifying key areas for teacher training enhances the potential for fostering learner autonomy in English language education.

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Mixed-methods research explores autonomy-supportive strategies in English language teaching in Saudi Arabia, highlighting systemic challenges.

Israa Ahmed Y. Alhujayri (2025) studied this question.

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Mixed-methods research explores autonomy-supportive strategies in English language teaching in Saudi Arabia, highlighting systemic challenges.