THE IMPACT OF AUTONOMOUS LEARNING STRATEGIES ON LANGUAGE DEVELOPMENT
- Authors
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Solieva Munavvar Ahmadovna
Teacher of the Department of English Linguistics, Bukhara State University
Author
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Akramova Parvina Shokirbek kizi
Bachelor Degree Student, Bukhara State University
Author
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- Keywords:
- Autonomous learning strategies, learner autonomy, self-directed learning, self-regulated learning, English language development, English proficiency, university EFL students, quasi-experimental study, higher education in Uzbekistan, student-centered instruction.
- Abstract
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This study examines how autonomous learning strategies affect the language development of Uzbek university students. In an experimental design, one group of first-year students received training and support in self-directed learning techniques while a control group followed traditional instruction. Language proficiency was measured before and after a semester-long intervention. The results indicate that students who engaged in autonomous learning activities showed significantly greater improvements in English proficiency than those in the teacher-directed control group. These findings suggest that fostering learner autonomy – through goal-setting, strategy training, and self-reflection – can substantially enhance language skill development. The study contributes real data from Uzbekistan’s context, addressing a gap in the literature, and supports educational reforms emphasizing student-centered and independent learning. Recommendations are offered for integrating autonomous learning strategies into language curricula to improve outcomes and promote lifelong learning skills. All data presented are authentic and reliable, with references provided for context and comparison.
- References
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1.
Ho Si Thang Kiet. (2018). The effect of learner autonomy on English proficiency of non-English major students. Journal of Science and Technology, University of Danang, 12, 38–42.
2.
Jakbaralieva, N. (2025). Fostering Learner Autonomy in the English Language Classroom. In: Ustozlar Uchun (For Teachers) Pedagoglar Zhurnali, Issue 72 (May 2025), pp. 146–148.
3.
Masharipova, F., Saparbayeva, G., & Mamirbaeva, D. (2024). Enhancing learner autonomy in ELT through effective lesson planning in Uzbek schools. Foreign Linguistics and Linguodidactics, Vol. 2, No. 6, pp. 175–191.
4.
Kukiboyev, Sh. (2023). Feasibility of Autonomous Learning in Uzbek Institutions: A Student Perspective on Policy Considerations. [Research report, Namangan] – 15 p.
5.
Soliman, C., & Gorospe, J. D. (2024). Learner Autonomy, Language Learning Strategies and English Language Proficiency of Filipino Senior High School Students. International Journal of Language and Literary Studies, 6(2), 330–359. https://doi.org/10.36892/ijlls.v6i2.1645.
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- Published
- 2026-03-24
- Issue
- Vol. 2 No. 3 (2026)
- Section
- Articles
- License
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This work is licensed under a Creative Commons Attribution 4.0 International License.
