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Arab World English Journal (AWEJ) Volume 16. Number 4, December 2025 Pp. 493 -514
King Abdulaziz University, English Language Institute
Jeddah, Saudi Arabia
This study investigates the autonomous digital language learning practices of English as a Foreign Language (EFL) learners outside traditional classroom settings, with a focus on the roles of motivation, academic tracks, and English proficiency levels. Using a mixed-methods approach, the research examines how learners incorporate digital tools into their language learning, the types of activities they engage in, and the factors shaping their autonomy. The findings show that informal digital activities, such as listening to music, watching TV, and browsing the internet, are the most common, largely driven by intrinsic motivation. In contrast, more structured activities, such as attending self-study centers or writing diaries, are less frequently pursued. The study underscores motivation as a key factor in fostering learner autonomy and recommends educational strategies that promote both informal and structured digital learning. These insights offer valuable implications for enhancing learner autonomy and improving language learning outcomes in an increasingly digitalized educational environment.
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Dr. Hanadi Khadawardi is an Associate Professor of Applied Linguistics at King Abdulaziz University, English Language Institute, Jeddah, Saudi Arabia. She was awarded a PhD in Modern Languages/Applied Linguistics from University of Southampton, UK in 2016. Her research focuses on academic reading and writing strategies, the use of modern technologies and AI for language learning and teaching. Orchid: https://orcid.org/0000-0002-2957-2649