OICC Press Journal of English Language Pedagogy and Practice 2645-3584 18 1 2025 10 19 Investigating the Efficacy of Google Meet in Fostering Learner Autonomy: How Motivation Levels Influence Outcomes among Iranian EFL Students 10.71586/jal.2025.03151202112 EN Fatemeh Lahijani English Department, Islamic Azad University, Central Tehran Branch, Tehran, Iran Journal Article 2025 10 19 This study compared the development of learner autonomy between EFL students receiving instruction via Google Meet and those in traditional classroom settings while investigating the moderating role of learner motivation. A quasi-experimental design with two groups involving 40 intermediate EFL learners was employed. The learners’ English Proficiency was evaluated using the Oxford Placement Test (OPT), motivation with the English Learning Motivation Questionnaire (ELMQ), and autonomy with the Learner Autonomy Questionnaire (LAQ). The results revealed a statistically significant increase in the learner autonomy scores in the experimental group who received instruction through Google Meet, while the control group receiving traditional face-to-face instruction did not experience a significant change. A two-way ANOVA revealed that the learners with high motivation scored higher in both groups compared to those with low motivation. Notably, the learners with high motivation in the Google Meet group achieved the highest scores, while the learners with low motivation in the control group scored the lowest. The results also confirmed that both learner motivation and Google Meet instruction, along with their interaction, significantly affect learner autonomy development. These findings contribute to the understanding of technology-assisted language learning environments and their potential to foster learner autonomy while highlighting the important role of learner motivation in this process.