Learner autonomy plays an important role in English as a Foreign Language (EFL) learning, particularly in boarding school contexts where students are required to manage intensive academic and religious activities. This study aims to explore the lived experiences of MAN Insan Cendekia Jambi students in learning English autonomously, identify factors that support successful autonomous learning, and examine the challenges encountered during the process.
This research employed a qualitative phenomenological design. Data were collected through observations, in-depth interviews, and documentation involving students and teachers. The data were analyzed using a cyclical process of coding and thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, and rich description.
The findings indicate that learner autonomy is reflected in students’ awareness, self-effort, motivation, and learning strategies. Both intrinsic and extrinsic motivations support autonomous learning, while environmental factors such as language policy and peer interaction play a significant role. However, students face challenges including time management, limited learning resources, language anxiety, and pronunciation fossilization due to limited corrective feedback.
The study concludes that autonomous EFL learning is a cyclical and socially constructed process influenced by the interaction between learners and their learning environment.
Keywords: learner autonomy, EFL learning, phenomenological study, boarding school