Language learner autonomy in online Indonesian communities: a netnography

Using a netnographic qualitative approach, four purposefully selected participants were observed in both teacher-led and peer-led settings to provide thorough and contextual insights into learner autonomy development. Guided by Sociocultural Theory (SCT), Self-Determination Theory (SDT), the Community of Inquiry (CoI) framework, and Legitimate Peripheral Participation (LPP), this research examines how social interaction, motivation, peer facilitation, and support shape the development of autonomy.<br><br>The data collection included reflective and critical reflective fieldnotes, interviews, WhatsApp chat archives, and recorded online meetings.

Thematic analysis was conducted to examine how learner actions, emotions, and participation constructed a trajectory toward autonomy.<br><br>The findings reveal that autonomy is a dynamic, contextually mediated process which emerged through both independence and interdependence. Participants progressed through interrelated stages of initial immersion, emerging independence, turning points: formation of community, and navigating challenges.