Abstract
ABSTRACT Learner Autonomy (LA) was considered irrelevant to Asian educational contexts, at least initially, due to Asian cultural norms characterised by conformity and respect for authority in general. This study seeks to highlight how Pakistani English language teachers and learners are engaging in certain practices of autonomy without consciously aiming for it. Questionnaire and Semi-structured interviews were used as primary tools for data collection for this study involving 150 students and 9 teachers across 3 campuses of a professional education university. Findings of the study show that teachers and learners of a Blended Learning (BL) English Language Communication course switched traditional roles within the class with a sense of shared responsibility and decision making. Learners engaged in a variety of meaningful activities while digital technology was welcomed as a new partner in the learning process and students exhibited increased awareness and evaluation of digital learning resources both inside and outside the class.
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