TEACHER’S ROLE IN FACILITATING EFL AUTONOMOUS LEARNING THROUGH DIGITAL ASSISTANCE: A SYSTEMATIC REVIEW

Abstract

This article presents a systematic review of studies exploring how teachers facilitate independent learning among students using digital tools. With the rise of digital resources, the researchers aimed to investigate the teacher's role in the classroom. The selected articles were sourced from Google Scholar and manual searches, employing proximity and Boolean operators to identify a total of 39 publications. The review adhered to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, focusing on articles published within the last five years (2020 to 2024). Key criteria included participants' age, publication type, and specific models of autonomous learning, such as flipped classrooms and digital applications. Articles that did not meet these criteria were excluded from the review. Ultimately, 12 articles were selected for further analysis. The findings indicate that, despite the abundance of digital resources available to support independent study, the role of teachers remains crucial in the learning process.