Autonomous English Learning in a Digital Context: Insights from Chinese College Educators

With an emphasis on how digital technologies, teacher beliefs, and institutional frameworks influence learner autonomy, this study explores Chinese college educators' perspectives on autonomous English learning in a digital setting. The study, which is based on qualitative data from interviews and thematic analyses (Tables 1–9), shows that students' attitudes toward autonomy are divided: some exhibit skepticism, an excessive dependence on translation software and artificial intelligence (AI) tools, and a lack of intrinsic motivation, while others show enthusiasm, resourcefulness, and goal-oriented self-direction. This disparity highlights how the digital world can be both a facilitator and a crutch, exacerbating differences in preparedness for independence. The results emphasize how important teachers are in mediating autonomy. It is widely acknowledged that autonomy is socially constructed rather than entirely individual, and that educators' views, personalities, and pedagogical decisions have a substantial impact on students' ability to self-regulate. Furthermore, while digital conveniences like smart apps, multimedia materials, and flexible access increase learning opportunities, their usefulness hinges on how well students can use them. Although extracurricular activities and curriculum structures offer encouraging environments, opportunities for independent learning are restricted when there is an excessive focus on teacher-assigned work. According to the study's findings, autonomy is a developmental process that calls for specialized support as well as an outcome. Although there is a lot of promise for enabling self-directed English learners in digital contexts, success depends on the cooperation of systemic support, teacher facilitation, and learner preparation.