Abstract

Learner autonomy plays a crucial role in enhancing the effectiveness of English vocabulary learning, particularly in the increasingly prevalent context of blended learning. This study aims to synthesize key theoretical foundations for evaluating learner autonomy in English vocabulary learning within blended learning environments. In addition, the study examines how blended learning environments can foster learner autonomy by offering flexible access to learning resources, immediate feedback, and tools for monitoring learning progress. Based on the synthesis of previous studies, the review proposes a set of indicators for assessing learner autonomy in vocabulary learning, including goal setting, planning, strategic learning, self-monitoring, self-evaluation, and intrinsic motivation. This review provides a theoretical foundation for the development of measurement instruments and the design of empirical studies on learner autonomy in English vocabulary learning in blended learning contexts.

Keywords: Blended-learning, evaluation, indicators, learner autonomy, vocabulary