Formative Feedback and Learner Autonomy in English Language Teaching: Methodological Conditions for Active Learning in Higher Education

Abstract

This thesis examines the role of formative feedback in developing learner autonomy in English language teaching at the higher education level. The issue is relevant because modern language education requires students not only to complete classroom tasks, but also to understand their own learning process, evaluate progress and make conscious decisions about further improvement. The study is based on the methodological assumption that feedback becomes effective when it does not merely correct errors, but guides learners toward self-regulation, reflection and purposeful language practice. Hattie and Timperley’s feedback model is useful here because it treats feedback as information that should clarify learning goals, current performance and the next steps in learning. Learner autonomy is also a key theoretical reference, since Holec’s classical work defines it as the learner’s capacity to take responsibility for learning decisions. The thesis argues that formative feedback, when systematically organized, can strengthen students’ motivation, self-assessment skills and active participation in English language learning.