PROMOTING LEARNER AUTONOMY IN HIGHER EDUCATION LANGUAGE CLASSES

• Kakhkhorova Nigina Abdivaxidovna

  English Teacher of Karshi State Technical University

  Author

Learner autonomy has emerged as one of the most essential concepts in modern education, particularly in language classes in higher education. As educational systems shift toward student-centered learning, students are expected to assume greater responsibility for their own academic progress. Autonomous learners are those who can set their own objectives, select their own learning strategies, track their own progress, and assess their own accomplishments. This study explores the nature of learner autonomy, the significance of autonomy in language training, and effective strategies for promoting autonomous learning in higher education. The study focuses on instructors' roles as facilitators rather than knowledge transmitters, as well as the use of technology, self-assessment, and collaborative learning. The findings revealed that learner autonomy is a major predictor of academic success, motivation, critical thinking, and lifetime learning abilities. As a result, the fostering of autonomy should be considered as a primary goal of modern language education.

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