Promoting Learner Autonomy Through Informal Digital English Learning in India

Abstract

This study analyses the learner autonomy in English language learning, through digitally mediated informal practices in Indian classrooms. Post-pandemic, the digital tools are used in large scale replacing the traditional ones that remained central in most of the Indian classrooms. Although they have not been replaced completely, the integration of modern digital tools is gradually reforming English learning. The learners are engaged in informal learning by using digital tools like Mobile applications, online interactive platforms, language games and digital whiteboards and e-books in the modern days. This study is rooted in Self-Determination Theory (SDT), examining how integration of informal digital learning promotes autonomy that enhances motivation, self-regulated learning and personalized learning methods. The Constructivist Learning Theory strengthens the study by emphasizing how learners actively build knowledge through informal resources like digital tools, rather than relying completely on teacher-led instruction. A structured questionnaire was distributed to high school learners aged 16–18, to evaluate their informal engagement with digitally mediated learning practices. The analysis demonstrated that learners who constantly employed these informal strategies demonstrated higher autonomy practices compared to the learners who depend purely on classroom instruction (formal learning). The findings strongly suggest that integrating informal digital approaches with formal teaching can create autonomous learning practices, enhancing language proficiency. The study highlights the different strategies in developing opportunities that promote autonomy, also suggesting the alternative methods that can be used to support persistent learner engagement and effective English language acquisition.