Student Autonomy in Second Language Learning: A Systematic Self-Review of Training, Skill Development, and Technology Enhanced Practices (2004–2025)

Abstract

This study presents a systematic review (SR) of a longitudinal body of research on autonomous learning in foreign language education within the Saudi and Arab contexts. The corpus comprises 55 empirical studies published between 2004 and 2025, spanning diverse language skills, learner profiles, and instructional environments. The studies were categorized into three thematic clusters: (1) training for autonomous learning, (2) autonomous learning of specific language skills—including listening, speaking, pronunciation, reading, writing, grammar, vocabulary, ESP, translation, interpreting, and Arabic as a foreign language—and (3) autonomous learning by special‑needs students, alongside a cross‑cutting methodological matrix of technology‑enhanced platforms such as online videos and animations, mobile applications, podcasts, TED Talks, text‑to‑speech software, social media, online courses, wikis, blogs, and online discussion forums. The synthesized results demonstrate that autonomous language learning in this regional context is both achievable and pedagogically transformative when supported by structured guidance and accessible digital tools. Autonomy emerges as a multidimensional construct encompassing goal‑setting, time management, information‑seeking, metacognitive regulation, and self‑regulated learning behaviors. Across the diverse digital interventions, students consistently achieved measurable gains in linguistic performance, confidence, and motivation. Across the two‑decade span of research, the findings remained remarkably consistent despite variations in learner profiles, instructional settings, and technological tools. This consistency strengthens the evidence base and demonstrates that autonomous learning is not context‑bound but a stable, transferable pedagogical approach that supports learners across proficiency levels, course types, and delivery modes. The studies further highlight the critical role of the instructor as a facilitator who provides scaffolding, clear task structures, and supportive feedback that enables learners to assume greater responsibility for their progress. Moreover, the SR shows that autonomous learning fosters long‑term resilience, supports differentiated instruction, and bridges gaps in high‑cognitive‑load domains such as ESP. By leveraging multimodal input and flexible pacing, technology‑enhanced autonomous learning promotes deeper engagement and sustained independent practice. Overall, this systematic review offers the first comprehensive, longitudinal synthesis of autonomous learning within Saudi higher education, establishing a robust empirical foundation to inform curriculum design, policy development, and future AI‑supported autonomous learning innovations.