EXPLORING LEARNER AUTONOMY IN A SAUDI HIGHER EDUCATION INSTITUTION THROUGH THE LENS OF CRITICAL REALISM

Abstract

Learner autonomy has become a significant focus in Saudi higher education, aligning with the country’s educational reforms under Saudi Vision 2030. Despite the introduction of policies designed to foster learner autonomy, their implementation remains limited due to cultural, institutional, and systemic barriers. Thus, to explore this phenomenon, this study critically examines the concept of learner autonomy within Saudi higher education by recruiting 15 participants from an English language department at a Saudi public university. This study employed qualitative instruments, including focus group discussions, in-depth semi-structured interviews, and policy document analysis, within a critical realist framework to investigate the enablements and constraints shaping learner autonomy at the intersection of social structures and individual agency. By adopting a critical realist approach, this research examines how learner autonomy is understood and practised across the EFL educational landscape in Saudi Arabia. The findings reveal a complex picture. During the COVID-19 era, teachers were temporarily enabled to foster autonomy by utilising assessment tools and relinquishing some control; however, these decisions were later reversed. Similarly, learners demonstrated greater responsibility for their own learning as a result of technology use during the pandemic, but constraints were reintroduced once face-to-face learning resumed. Furthermore, policy documents reveal a drive for change among policymakers; however, they also expose a notable gap between policy intentions and practical application. Barriers include rigid institutional structures, cultural perceptions, and insufficient access to resources. Nevertheless, senior officials within the university acknowledge learner autonomy as essential for achieving the educational goals of Vision 2030. This study provides a comprehensive account of current understandings of learner autonomy within Saudi higher education. It also challenges the assumption that learner autonomy is not applicable to so-called ‘non-Western’ societies. By employing a critical realist framework, this study contributes a new perspective to the field, bridging social and individual aspects of learner autonomy in language learning. It concludes by recommending the development of culturally relevant pedagogical frameworks to promote learner autonomy in EFL education and urges researchers to adopt culturally sensitive strategies when theorising and practising learner autonomy.