Exploring the Role of Learner Autonomy in Online Learning: Case Study of Third-YearTechnical English Students at the University of ContinuingEducation, Bordj Bou Arreridj, Algeria

Abstract

The study explores the role of online learning in fostering learner autonomy among adult students studying English for Specific Purposes (ESP) at Algeria’s University of Continuing Education. Through a mixed-methods case study involving surveys of 61 Technical English students and interviews with three instructors, the research examines how institutional and contextual factors shape self-directed learning. The findings reveal that while students demonstrate notable self-direction, challenges remain in mastering discipline-specific content and balancing academic, professional, and personal responsibilities. The study also identifies deficiencies in institutional digital platforms, particularly the lack of metacognitive tools that support self-regulated learning. As a result, the research emphasizes the importance of culturally-responsive course design, digital literacy training, and robust institutional support systems. It concludes by advocating for a context-sensitive model of online pedagogy that prioritizes scaffolding and support over mere technological adoption, ultimately promoting sustainable learner autonomy within ESP education. Keywords: learner autonomy, online learning, online questionnaire, semi-structured interview, University of Continuing Education.