Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions

Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through textbooks Indonesia remains under-explored. This study investigated extent to which textbook Erlangga Straight Point Series (ESPS) facilitates LA, students’ perceptions promoting and teacher's facilitation contributing learning. employed quantitative qualitative research designs involving 20 students an teacher at a private Islamic senior high school Bengkulu, Indonesia. The data were garnered from evaluation, student questionnaires, interview. corpus analyzed framework by Nunan (1997), questionnaires percentage calculation, interview results thematic analysis. showed that is not optimally facilitated task sections textbook. Moreover, perceived only supported principles classroom activities, self-assessment, self-reflection. Meanwhile, positively perceives but institutional support for its implementation unavailable. implies pivotal roles all stakeholders education autonomous learners textbooks.