“…These results empirically validate the theoretical assumptions about the practicality of autonomysupportive teaching in promoting EFL learner autonomy (e.g., Reeve, 2005Reeve, , 2009Benson, 2011;Dam, 2011;Ikonen, 2013;Sella, 2014;Pichugova et al, 2016;Hu and Zhang, 2017;Suharmoko, 2017;Gurbanov and Mirzayeva, 2018;Reeve et al, 2019;Yu, 2020;Saeed, 2021). They also verify the fact that pedagogical autonomy interventions in foreign language classroom setting are not only possible as theoretically hypothesized but also actually effective as is in other fields (e.g., Cheon et al, 2012;Lozano-Jiménez et al, 2021). Further, the study findings experimentally support the theoretical claims about the feasibility, desirability, and teachability of autonomy in classroom setting (see, e.g., Ellis and Sinclair, 1989;Ikonen, 2013;Raya et al, 2020;Reeve, 1998), and the applicability of this concept to be incorporated in L2 instruction across different EFL contexts even if it has not been a part of the educational background in that context like in Saudi Arabia.…”