THE ROLE OF DIGITAL TECHNOLOGY IN FOSTERING LEARNER AUTONOMY IN ENGLISH LANGUAGE LEARNING: THE MEDIATING ROLE OF SELF-REGULATION AMONG UZBEK UNIVERSITY STUDENTS

This article examines the role of digital technology in fostering learner autonomy in English language learning, with particular attention to self-regulation as a potential mediating mechanism among university students in Uzbekistan. The study is based on a critical synthesis of recent empirical and theoretical research published primarily during 2024–2026 and develops a context-sensitive conceptual framework for understanding the relationship between digital technology use, self-regulation, and learner autonomy in English as a Foreign Language (EFL) learning. The analysis demonstrates that digital technologies provide learners with expanded access to resources, flexible learning trajectories, immediate feedback, opportunities for personalized practice, and communication beyond the classroom. However, technological access alone does not guarantee learner autonomy. Recent empirical evidence indicates that students’ capacity to formulate goals, plan learning activities, monitor progress, regulate effort, select appropriate strategies, and evaluate learning outcomes substantially determines whether digital resources become tools for autonomous learning or merely sources of passive consumption. The article therefore conceptualizes self-regulation as a central mechanism connecting digital technology use with learner autonomy. Particular attention is given to the Uzbek higher-education context, where digitalization is developing rapidly but empirical research integrating technology use, self-regulation, and learner autonomy remains comparatively limited. The article proposes a research model and methodological framework that can be applied to Uzbek university students and identifies implications for English language teachers, curriculum designers, and higher-education institutions.