EARNING FOREIGN LANGUAGES IN TIMES OF SOCIAL INSTABILITY: LEARNING AUTONOMY

Abstract

The article addresses the issue of learner autonomy in the context of foreign language learning during periods of social instability and transformation in educational practices. The relevance of the study is predicated on the necessity to ensure the continuity and flexibility of educational trajectories in lifelong education systems under conditions of war, forced mobility, and disruptions to formal learning. The present article aims to provide a systematic analysis and synthesis of contemporary research on learner autonomy in language education, with particular attention to the logic of lifelong learning. The present study adopts a theoretical and analytical approach, conducted in the format of a literature review. The data set consists of publications in peer-reviewed international journals that examine the conceptualization of autonomy and its relationships with self-regulation, motivation, digital learning environments, and out-of-class learning. A rigorous analytical–thematic approach was employed, incorporating elements of narrative and scoping review methodologies. This approach entailed the selection, comparison, and synthesis of extant research findings. A comprehensive review of the extant literature suggests that learner autonomy is conceptualized as a multidimensional phenomenon associated with learners' capacity to set their own goals, plan, and evaluate their learning. Contemporary studies emphasize its socially situated nature and the importance of pedagogical support in its development. A mounting body of research is identifying consistent associations between autonomy, motivation, and self-regulation. There is also a growing scholarly focus on digital and out-of-class learning formats. Concurrently, the field demonstrates methodological limitations, characterized by a substantial reliance on self-report measures and a paucity of longitudinal studies. The review posits that learner autonomy constitutes a significant resource for sustaining continuity in foreign language education, as it provides a foundation for the conscious integration of formal, non-formal, and informal learning within an individual educational trajectory. Autonomy fosters learners’ capacity to sustain language practice beyond institutional courses, enables independent selection of learning resources, facilitates the establishment of short- and long-term goals, and enables the adjustment of strategies in response to personal and professional circumstances. In this sense, autonomy supports learner agency and facilitates the transfer of language learning experiences across diverse educational and life contexts. Its significance becomes particularly evident in situations of social instability and disrupted educational provision, where the continuity of learning often depends on an individual's capacity to sustain their own educational development. In such circumstances, learner autonomy fulfills not only a pedagogical function but also an adaptive one, thereby enabling learners to maintain engagement in their learning, reconsider their educational priorities, and continue language development despite changing conditions, formats, and available learning opportunities.