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Promoting learner autonomy: Practices of English teachers in Saudi secondary schools

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Growing awareness of learner autonomy among Saudi English teachers exists, yet effectiveness remains limited.
Many teachers employ strategies like shared decision-making and independent activities to support autonomy.
Mixed-methods approach utilized quantitative surveys and qualitative responses from 82 teachers across 10 regions.
Identifying constraints like rigid curricula highlights the need for professional development and educational reform.

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Mixed-methods study reveals English teachers' strategies for learner autonomy in Saudi secondary schools, suggesting institutional support is needed.

Israa Ahmed Y. Alhujayri (2025) studied this question.

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Mixed-methods study reveals English teachers' strategies for learner autonomy in Saudi secondary schools, suggesting institutional support is needed.