BENHENICHE Abdelhak ACHOUR Mounir2025-09-282025https://dspace.univ-bba.dz/handle/123456789/843The 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.Thesis