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Learner autonomy is widely accepted as an important goal in education, with the virtuous expectation that students will learn to take increasing responsibility for their own learning. However, the theory and literature relating to learner autonomy in language education developed rather in isolation from general educational theory, and despite some affinities with student-centred or constructivist learning, there has been little interface with mainstream educational technology. But with the growth of online learning, virtual learning environments, educational technology has primarily been identified with tutorial or program learning. As a result, there has been a shift of focus to resources and tools for more open and autonomous learning. This paper explores the intersection of learner autonomy and educational technology, highlighting the potential of digital tools in fostering a more autonomous learning environment. The paper further discusses the implications of this shift for educators and policy makers, emphasizing the need for a re-evaluation of pedagogical strategies and curriculum design. It concludes by calling for more research into effective ways of integrating technology in the classroom to promote learner autonomy. This is crucial in preparing students for the 21st century, where skills such as critical thinking, problem-solving, and self-directed learning are increasingly important.
