FOSTERING LEARNER AUTONOMY AND SELF-DIRECTED LEARNING AMONG ADULT ESL STUDENTS: STRATEGIES FOR EFFECTIVE IMPLEMENTATION

Abstract

This thesis explores the concept of learner autonomy in the context of English as a Second Language (ESL) education, specifically for adult learners at Karshi International University (KIU) in Uzbekistan. As a teacher, I have observed that fostering learner autonomy is crucial for enhancing student motivation, engagement, and overall language proficiency. This study investigates effective strategies to promote self-directed learning, using a mixed-methods approach to evaluate their impact within the diverse learning environments at KIU.