Vol. 6, Issue 2, Part B (2024)

This study examines how learner empowerment influences English as a Foreign Language (EFL) students in Iraq and Bulgaria. Learner empowerment, which involves students' perception of their ability to influence their learning process, is crucial for engagement, motivation, and language proficiency. The research uses a mixed-methods approach, combining quantitative assessments with qualitative data from interviews and classroom observations. Findings reveal that while learner empowerment is important across both contexts, its impact varies. In Iraq, where education is more teacher-centered, higher perceived empowerment correlates with increased autonomy and better language outcomes. In Bulgaria, where students often have more autonomy, the relationship between empowerment and learning outcomes is more complex, with some students feeling overwhelmed by the responsibility.

The study highlights how cultural and institutional factors shape students' perceptions of empowerment. It suggests that strategies to enhance empowerment must be tailored to specific cultural and educational contexts to effectively support student engagement, motivation, and language acquisition.