Investigating the Role of Secondary Language Teachers in Promoting Autonomy in the English Language Classroom

Learner autonomy has gained increasing prominence in contemporary English language education as schools shift toward learner-centered and lifelong learning orientations. In this context, teachers are expected to assume expanded roles that support students’ capacity to manage and direct their own learning. This study examined the role of secondary English language teachers in promoting learner autonomy, with particular focus on their functions as facilitators, counselors, resource providers, and classroom managers. A descriptive survey research design was employed to capture teachers’ classroom practices, perceived challenges, and suggested approaches related to autonomy-oriented instruction. Data were gathered through a researcher-adapted questionnaire based on Alonazi’s (2017) framework and administered to a purposive sample of ten English teachers, consisting of five Junior High School and five Senior High School teachers from a public secondary school in Bukidnon, Philippines. Descriptive statistical methods were used to analyze the responses. Findings revealed that teachers frequently engaged in practices supportive of learner autonomy across all four roles. Classroom management and counseling emerged as the most strongly performed functions, reflected in teachers’ consistent provision of clear task instructions, opportunities for student voice, study planning guidance, and supportive feedback. Despite these positive practices, teachers identified persistent challenges, including students limited autonomous learning skills, inadequate use of technology in instruction, and a lack of specialized training related to autonomy-supportive pedagogy. Teachers strongly agreed that continuous reflective practice, targeted professional development, and greater institutional flexibility are essential to strengthening learner autonomy. The study underscores the multifaceted role of secondary English language teachers in fostering learner autonomy and highlights the need for sustained professional and institutional support to ensure the effective development of autonomous learners in secondary education contexts.