Mapping Research on Learner Autonomy in Saudi EFL Higher Education: A Scoping Review of Empowerment and Reform Amid Vision 2030 (2016–2025)

Abstract

This study presents a scoping review of research on language learner autonomy (LLA) in Saudi EFL higher education, focusing on empirical studies published between 2016 and 2025. Guided by the PRISMA-ScR framework, the review systematically examined 28 studies selected from 218 initial records across five databases. The review examined how LLA is defined, the theoretical frameworks employed, and the methodologies utilised across 12 Saudi universities and institutions. Methodological analysis revealed 64% quantitative designs, 25% mixed-methods, and 11% qualitative approaches. The studies involved 4,847 participants, with sample sizes ranging from 25 to 630. The gender distribution consisted of 43% mixed-gender studies, 32% female-only studies, and 18% male-only studies. Geographically, 39% of studies were conducted in the Central region, 25% in the Western region. Findings reveal that 89% of studies framed LLA as learner control, while 39% showed shifts toward dynamic conceptualisations. Technology integration was observed in 68% of studies, with mobile-assisted learning in 32%. Despite Vision 2030's emphasis, only 18% of studies explicitly aligned with national reform agendas. Theoretical analysis revealed that 54% employed self-determination theory, while 36% utilised Holec's framework. Although 75% cited digital tools as enablers, pedagogical integration remained underdeveloped in 68% of cases. Notable gaps persist in gender analysis (25% of studies provide disaggregated data) and preparatory year focus (21% of studies). The review underscores the need for more theoretically grounded, methodologically robust research to advance autonomy-supportive pedagogies within Vision 2030's framework, emphasising qualitative investigations, gender-sensitive analyses, and policy alignment.