الخلاصة:
The vast emergence of technology around the world resulted in the use of modern
approaches to facilitate learning. The current study attempts to compare and contrast
four articles that dealt with promoting learner autonomy in online learning, as well as
to shed light on the importance of this educational sub-skill. The participants of the
articles are EFL learners with different geographical contexts. The methodologies
that were used are qualitative, quantitative and case study methods. The findings
showed that online learning promotes learners’ autonomy when methods and
techniques such as scaffolding are used properly. However, some studies revealed
misuse of online instruments and lack of teachers scaffolding, the low psychological
flexibility of learners and absence of their awareness. Based on these results, the four
articles were compared and contrasted in terms of their major findings. Toward the
end of the dissertation, useful data was provided about the subject matter in order to
understand the effects of enhancing learners and reasons that may cause failure of
achieving this objective. This may help language teachers take appropriate measures
for helping the students foster their autonomy, and to find appropriate methods that
may be implemented in the near future.
