Abstract
Learner autonomy as both a pre-condition of self-efficacy and higher achievements in learning and an essential learning outcome has been in the highlight in the higher education domain for many years. This review aims to single out the most influential publications (with 10 citations or more) on foreign language and L2 learner autonomy in tertiary education in the highly reputed journals indexed with the Scopus database, with the publication period limited to the last ten years (2011-2020). The key findings show that the top 50 cited articles on learner autonomy broadly cover conceptual development; self-efficacy and motivation within the learner autonomy concept; educational technologies and web-based activities in fostering learner autonomy; country-specific issues of learner autonomy as the prevailing directions of study in the field of learner autonomy.
Highlights
Learner Autonomy in Learning LanguagesIn the recent years, several concepts have become or developed into the backbone constructs in higher education
It led to greater focus on selfregulation, self-efficacy, learning strategies, learner-centered education, and self-regulated learning
The learner autonomy concept has turned into the essential outcome of higher education
Summary
Several concepts have become or developed into the backbone constructs in higher education. In the 1980s-1990s, learner autonomy came into the limelight. It led to greater focus on selfregulation, self-efficacy, learning strategies, learner-centered education, and self-regulated learning. Knowledge building has shifted from “the ready-made knowledge” transferred by the teacher to the knowledge acquisition by the learner on their own. Learning follows the needs of the societies that are transforming (Reigeluth & Joseph, 2002). The learner autonomy concept has turned into the essential outcome of higher education. National curricula in many countries even identify learner autonomy as one of the key learning outcomes (Pu, 2020). Education at large aims to support students in thriving in the digital age and providing them with a more individualised and customised learning experience (Ozer & Yukselir, 2021)
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