READINESS FOR AUTONOMOUS LEARNING IN ESL CLASSROOM: THEORETICAL PERSPECTIVE

Abstract

Readiness for autonomous learning is an emerging trend in ESL classrooms and has engaged teachers, 
learners, and researchers to explore it and avail themselves of their self-directed language learning journey. 
Readiness, in terms of learning, is categorized in multiple ways like behavioral, linguistic, motor, physical, 
socio-emotional, and cognitive skills indicating preparedness to receive formal educational instruction. As a 
result of exhaustive review of relevant research in this particular field, the current study targets to identify, 
analyze and evaluate the underpinning theories that shed light on readiness for autonomous learning, 
integrating technology, collaborative tools, digital portfolios, constructive feedback, and personalized 
instructions from teachers to support and encourage an ESL learner. The comprehensive study also reveals the 
issues and barriers along with the coping strategy ensuring readiness for an inclusive autonomous learning 
environment that guarantees language development and lifelong learning skills.