Fostering Learner Autonomy Through Student-Led Writing and Speaking Support in Teacher Education

Abstract

Learner autonomy is a fundamental aspect of language acquisition, particularly in higher education contexts, where students must engage in self-directed learning beyond formal instruction. While institutions often provide self-access support systems, their effectiveness depends on not only available resources but also educators’ ability to facilitate autonomous learning. This practice-oriented paper examines student-led writing and speaking support programs as a means to foster learner autonomy and prepare teacher trainees for outside-class learning. By using the student writing and speaking support initiatives at a Hungarian university as an illustrative context, this paper offers a descriptive and reflective analysis to ground the discussion. The practice-based insights highlight the dual role of such initiatives in developing student skills while reinforcing reflective practice and consultation-based pedagogy in higher education. By critically overviewing institutional support mechanisms, this paper provides insights into potential models for integrating self-access learning into university curricula, contributing to both learner autonomy and professional development. The programs are introduced as examples of good practice, with broader implications for how similar initiatives can be adapted in other institutional contexts to promote autonomy, strengthen teacher education, and support lifelong learning.