The rapid reconfiguration of global education following the COVID-19 pandemic has firmly established blended learning as a primary pedagogical modality. In the Kingdom of Saudi Arabia, this shift presents a unique intersection of technological adoption and evolving educational norms. This study investigates the extent to which English language educators in a Saudi university cultivate learner autonomy within blended environments. Utilizing a quantitative approach grounded in Self-Determination Theory (SDT), we analyzed survey responses from 32 educators to evaluate their implementation of organizational, procedural, and cognitive autonomy support. The findings reveal a complex pedagogical landscape: while educators demonstrate high levels of relational support and procedural flexibility, significant structural rigidities remain regarding curriculum design and rule-setting. These results underscore the tension between traditional teacher-centered authority and the aspirations of student-centered reform, offering critical implications for professional development in the post-pandemic era.

Learner Autonomy, Blended Learning, English as a Foreign Language (EFL), Higher Education, Autonomy-Supportive Teaching

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