Khusnul Khotimah, Yazid Basthomi, Evi Eliyanah
Within the stream of publications in the area of learner autonomy (LA), many have inquired about teachers and students’ perspectives and classroom practices, overlooking EFL pre-service teachers as possible future educational resources. This study scrutinizes the dynamics of how the notion of LA is mirrored in Indonesian EFL pre-service teachers’ teaching practices and the constraints to their LA enactment. Nested in an exploratory case study, six Indonesian EFL pre-service teachers voluntarily gave their consent to partake in this study. The data were gleaned from four evidence-rich data gathering instruments: written reflective narratives, classroom observations, teaching diaries, and semi-structured interviews. Enacting an abductive analysis approach, the findings reveal that, despite pre-service teachers’ seeming efforts to deliver engaging instruction, they disclosed a lack of ability to create more autonomy-supportive instruction in their classrooms owing to student, pre-service teacher, and institutional-based constraints. The nuanced examination of these constraints unveiled a complex negotiation that shaped the extent to which pre-service teachers were able and willing to establish autonomy-supportive instruction. These reported findings offer three vital suggestions for the development of EFL pre-service teacher education. © 2025, School of Liberal Arts, King Mongkut's University of Technology Thonburi. All rights reserved.
Department of English Education, Faculty of Teacher Training and Education, Universitas Mataram, Indonesia; Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia
