Limited learner autonomy continues to hinder English language achievement among students in Saudi Arabia. This study investigates how first-year university students manage their English learning independently and explores the role of technology in supporting autonomous learning beyond the classroom. The central research question is: To what extent do first-year university students demonstrate autonomy in their English language learning processes? This inquiry is significant for educators and learners, offering insight into how digital tools can enhance learner independence and improve outcomes. A mixed-methods approach was used, combining surveys from 137 students and interviews with 14 participants. Findings show that students demonstrate moderate to high levels of autonomy, with regression analysis indicating a strong positive correlation between technology use and learner autonomy. Participants reported using digital tools for structured study, vocabulary building, academic support, and communication. Flexibility and personalization—key features of educational technology—emerged as central enablers of self-directed learning. The study concludes that technology plays a transformative role in promoting learner autonomy among Saudi English language learners. Future research should examine how institutional norms, assessment systems, and teacher attitudes affect the sustainability of autonomous learning practices.
Noorwali et al. (Wed,) studied this question.