Learner Autonomy in EFL Contexts: Strategy Use and Teacher Facilitation in an Ethiopian Secondary School

This study examines the extent to which learner autonomy is practiced and supported in English as a Foreign Language (EFL) instruction at Tana Haik Secondary School in Ethiopia. Grounded in Holec’s (1979) conception of autonomy and aligned with learner-centered pedagogy, the research employs a convergent mixed-methods design. Quantitative data were gathered באמצעות validated Likert-scale questionnaires administered to 120 students and 10 English teachers, while qualitative data were generated through classroom observations, semi-structured interviews, and focus group discussions. Instrument reliability was confirmed through high internal consistency (Cronbach’s α > 0.80), and construct validity was established via exploratory factor analysis, which identified three dimensions: Self-Regulation, Strategic Resource Use, and Socio-affective Engagement.Descriptive findings revealed inconsistent application of autonomous learning strategies, particularly in goal-setting and self-monitoring. Although teachers reported moderate use of autonomy-supportive practices, classroom observations indicated limited learner initiative and minimal decision-making opportunities. Inferential analysis showed significant gender differences in strategic behavior (F(1,118)=5.12, p=.025), favoring female students, and a strong association between digital access and online learning strategy use (χ²(4, n=120)=18.92, p<.001). No significant differences emerged between high- and low-achieving students in self-regulation.Qualitative analysis highlighted contextual constraints, including exam-oriented instruction, limited digital resources, and learners’ fear of making mistakes. The study concludes that enhancing learner autonomy requires systemic support through teacher development, curriculum reform, and improved technological access. It recommends targeted interventions to strengthen metacognitive awareness, strategic learning, and facilitative teaching practices in under-resourced EFL contexts.