دانشگاه تربیت مدرس جستارهای زبانی 2322-3081 مقالات آماده انتشار 2026 05 05 How EFL Pre-Service Teachers Perceive Autonomy Supports: Implications for Developing Learner Autonomy How EFL Pre-Service Teachers Perceive Autonomy Supports: Implications for Developing Learner Autonomy 28589 10.48311/lrr.2026.117264.82947 FA Khusnul Khotimah Department of English Education, Faculty of Teacher Training and Education, Universitas Mataram, Mataram, Indonesia 0000-0002-5309-443X Yazid Basthomi Department of English Language Education, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia 0000-0003-3314-3334 Evi Eliyanah Department of English Language Education, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia 0000-0002-6413-8792 Rida Afrilyasanti SMA Negeri Taruna Nala Jawa Timur, Malang, Indonesia Journal Article 2025 10 26 The development of autonomy-supportive teachers, nurturing students’ learning autonomy, is experimentally associated with autonomy-supportive pedagogy, promoted throughout their pre-service teacher education. It emphasizes the significance of how pre-service teachers view pedagogy that supports autonomy. As has been scantily documented in the body of literature, this study explored how Indonesian EFL pre-service teachers value their teacher educator's autonomy supports and how their perceptions of these supports may have affected the development of their LA. This case study recruited a cohort of Indonesian EFL pre-service teachers taking a reading course. A final class survey and gradual retrospective reflections on the four months of study were gathered, resulting in 3 sets of quantitative data and 231 pieces of qualitative data. Grounded in self-determination theory, the research elucidates their viewpoints, observing and appreciating their teacher educator's supportive and inclusive instruction, despite some challenges encountered. They ruminated that the autonomy supports could facilitate their capability to govern their language learning. Implications for pre-service teachers’ professional growth, including the need to provide more visible autonomy supports, tailored scaffolding, and fine-grained adaptations during instruction are discussed. The development of autonomy-supportive teachers, nurturing students’ learning autonomy, is experimentally associated with autonomy-supportive pedagogy, promoted throughout their pre-service teacher education. It emphasizes the significance of how pre-service teachers view pedagogy that supports autonomy. As has been scantily documented in the body of literature, this study explored how Indonesian EFL pre-service teachers value their teacher educator's autonomy supports and how their perceptions of these supports may have affected the development of their LA. This case study recruited a cohort of Indonesian EFL pre-service teachers taking a reading course. A final class survey and gradual retrospective reflections on the four months of study were gathered, resulting in 3 sets of quantitative data and 231 pieces of qualitative data. Grounded in self-determination theory, the research elucidates their viewpoints, observing and appreciating their teacher educator's supportive and inclusive instruction, despite some challenges encountered. They ruminated that the autonomy supports could facilitate their capability to govern their language learning. Implications for pre-service teachers’ professional growth, including the need to provide more visible autonomy supports, tailored scaffolding, and fine-grained adaptations during instruction are discussed.