Fostering Autonomous English Learning via Digital Platforms in Higher Education Settings

Abstract

Digital platforms have become crucial to modern language learning, offering opportunities for personalization, flexibility, and learner autonomy. This study examines how Moroccan university students use digital platforms to support autonomous English learning. A quantitative descriptive design was used, with data collected from 199 students through a structured questionnaire. Descriptive results indicate that most students study English as part of their academic program (82.4%) and engage moderately with digital learning platforms. Perceptions of platform effectiveness were generally positive, and 83.4% of students considered autonomous English learning important. However, only 26.6% reported receiving systematic guidance from professors on using digital platforms. The findings highlight a gap between students’ readiness for autonomous learning and institutional support. Recommendations include integrating digital literacy instruction, training professors in autonomy-enhancing pedagogies, and expanding institutional support for self-directed learning environments.