Learner Autonomy, Technology Use, and Teacher's Role: A Survey of IIIT Students in Andhra Pradesh
DOI:
https://doi.org/10.55662/AJMRR.2026.7101Keywords:
learner autonomy, technology use, teacher’s role, engineering studentsAbstract
Learner autonomy has gained significant attention in modern language education and is widely recognized as a key component in language teaching and learning (Chan, 2001; Little, 1999). The term ‘autonomy’ has been defined as the learners’ ability to take charge of their own learning (Holec, 1981, as cited in Borg & Al-Busaidi, 2012). The present study investigates engineering students’ perceptions of learner autonomy, technology use in language learning, and the evolving role of the teacher in higher education. The study involved 95 third-year engineering students, and data were collected using a 30-item online questionnaire rated on a five-point Likert scale. A quantitative approach was employed, and the responses were analyzed using descriptive statistics and exploratory factor analysis to identify emerging dimensions and response patterns.
The findings revealed that students exhibited a growing awareness of learner autonomy, with many demonstrating a sense of responsibility for their learning and active engagement in self-initiated language-learning practices. Moreover, the results revealed a continued reliance on teachers for guidance, feedback, and motivation despite the increasing availability of technology that supports independent learning. Based on these insights, this study suggests that teachers should integrate structured technological scaffolding to promote autonomous learning, while maintaining a balanced teacher-student relationship. Such an approach can help bridge the gap between technological independence and the need for instructional support.
To extend these insights, future research should adopt mixed-method and longitudinal approaches to gain deeper insights into the evolving nature of learner autonomy, especially by incorporating quasi-experimental designs, instructional interventions, and reflective components that examine both learners’ perceptions and actual performance.
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