Learner Autonomy and Synchronous Online Learner Engagement

This chapter discusses the relationship between learner autonomy and synchronous online learner engagement (SOLE) within the context of online L2 classrooms. The chapter addresses the central question of ‘the extent to which learner autonomy is connected to online learner engagement’ with the goal of providing pedagogical implications based on the relationship between learner autonomy and SOLE. Specifically, this chapter will begin by briefly surveying the definitions of the concept of learner autonomy and providing a brief historical overview of its role in L2 research. It then delves into the discussion of the link between learner autonomy and engagement in online L2 learning. The chapter concludes with pedagogical suggestions for fostering learner autonomy as an essential prerequisite for online learner engagement and provides some directions for L2 research on the relationship between learner autonomy and learner engagement.