Learner Autonomy | List of Frontiers open access articles

Original Research

Published on 29 Nov 2022

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

in Educational Psychology

Shiyu Yang
Liyan Liu
Neil Hunt

Frontiers in Psychology

doi 10.3389/fpsyg.2022.1063473

7,592 views
8 citations

Systematic Review

Published on 11 Feb 2026

Dimensions of English language learner autonomy assessment: a systematic review of what is there and what is missing

in Educational Psychology

Aiju Liu
Amelia Abdullah
Hong Dong

Frontiers in Psychology

doi 10.3389/fpsyg.2026.1711599

701 views

Original Research

Published on 15 May 2024

Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS

in Teacher Education

Linus Mwinkaar
Jane-Frances Yirdong Lonibe

Frontiers in Education

doi 10.3389/feduc.2024.1389661

6,078 views
10 citations

Original Research

Published on 14 Nov 2022

Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices

in Educational Psychology

Qiaozhen Yan
Lawrence Jun Zhang
Helen R. Dixon

Frontiers in Psychology

doi 10.3389/fpsyg.2022.1051728

10,526 views
15 citations

Original Research

Published on 10 Apr 2026

The effect of EFL learners’ identity on English speaking proficiency and autonomous learning skills among university students: the mediating role of speaking anxiety

in Psychology of Language

Yeqing Tao
Mengyun Xiao
Samah Ali Mohsen Mofreh
Sultan Salem

Frontiers in Psychology

doi 10.3389/fpsyg.2026.1773756

420 views

Review

Published on 07 Oct 2025

Reframing learner autonomy in Arabic language education for non-native speakers: a theoretical framework of power, control, and motivation

in Higher Education

Sultan Almelhes

Frontiers in Education

doi 10.3389/feduc.2025.1622527

1,619 views
1 citation

Original Research

Published on 20 Oct 2025

Self-regulated learning and engagement as serial mediators between AI-driven adaptive learning platform characteristics and educational quality: a psychological mechanism analysis

in Cognition

Zipei Ouyang

Frontiers in Psychology

doi 10.3389/fpsyg.2025.1646469

5,964 views
7 citations

Original Research

Accepted on 30 Mar 2026

Heutagogical Empowerment in Culturally Conservative Higher Education: Reflective Assessment, Dialogic Learning, and the Emergence of Academic Agency

in Teacher Education

Shira Soffer-Vital

Frontiers in Education

Original Research

Published on 05 Dec 2022

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

in Educational Psychology

Siros Izadpanah

Frontiers in Psychology

doi 10.3389/fpsyg.2022.981844

10,196 views
24 citations

Original Research

Published on 08 Sep 2021

The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

in Educational Psychology

Fakieh Alrabai

Frontiers in Psychology

doi 10.3389/fpsyg.2021.728657

29,014 views
65 citations

Original Research

Published on 11 Mar 2026

Enhancing the reading comprehension and autonomy of foreign language students using generative AI-integrated assistant

in Digital Education

Chinaza Solomon Ironsi
Hanife Bensen Bostanci

Frontiers in Education

doi 10.3389/feduc.2026.1763238

545 views

Original Research

Published on 07 Jul 2025

Workplace learning during organizational onboarding: integrating formal, informal, and self-regulated workplace learning

in Performance and Development

Annabell Mitschelen
Simone Kauffeld

Frontiers in Organizational Psychology

doi 10.3389/forgp.2025.1569098

14,147 views
3 citations

Original Research

Published on 10 Feb 2026

Growing independent thinkers: the role of technology-supported cooperative learning in fostering self-directed learning in mathematics

in Teacher Education

Gordon Sekano
Dorothy Laubscher
Roxanne Bailey

Frontiers in Education

doi 10.3389/feduc.2026.1724270

562 views

Conceptual Analysis

Published on 03 Sep 2018

Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation

in Assessment, Testing and Applied Measurement

Kieran Balloo
Carol Evans
Annie Hughes
Xiaotong Zhu
Naomi Winstone

Frontiers in Education

doi 10.3389/feduc.2018.00069

26,291 views
43 citations

Articles

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Dimensions of English language learner autonomy assessment: a systematic review of what is there and what is missing

Heutagogy as an alternative in teacher education: conceptions of lecturers and pre-service teachers of school of education and life-long learning, SDD-UBIDS

Exploring classroom-based assessment for young EFL learners in the Chinese context: Teachers’ beliefs and practices

The effect of EFL learners’ identity on English speaking proficiency and autonomous learning skills among university students: the mediating role of speaking anxiety

Reframing learner autonomy in Arabic language education for non-native speakers: a theoretical framework of power, control, and motivation

Self-regulated learning and engagement as serial mediators between AI-driven adaptive learning platform characteristics and educational quality: a psychological mechanism analysis

Heutagogical Empowerment in Culturally Conservative Higher Education: Reflective Assessment, Dialogic Learning, and the Emergence of Academic Agency

The impact of flipped teaching on EFL students’ academic resilience, self-directed learning, and learners’ autonomy

The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

Enhancing the reading comprehension and autonomy of foreign language students using generative AI-integrated assistant

Workplace learning during organizational onboarding: integrating formal, informal, and self-regulated workplace learning

Growing independent thinkers: the role of technology-supported cooperative learning in fostering self-directed learning in mathematics

Transparency Isn't Spoon-Feeding: How a Transformative Approach to the Use of Explicit Assessment Criteria Can Support Student Self-Regulation