Studies on English language learning strategies (ELLSs) predominantly emphasize their role in fostering learner autonomy (LA) in foreign language contexts, often overlooking their distinct application in English as a second language (ESL) scenario. Thus, this study addresses a significant gap in current literature regarding English Language Learning Strategies (ELLSs) in English as a Second Language (ESL) contexts, particularly in technical universities. Contrasting with the abundant research on English as a Foreign Language, this research focuses on the distinctive needs and strategies of ESL learners in fostering learner autonomy (LA). Employing a quantitative cross-sectional survey design, we examined 773 first-year students at a technical university in the 2022/2023 academic year. Participants were selected through stratified random sampling. The study utilized Oxford’s Strategy Inventory for Language Learning (SILL) and Karabıyık’s measures of LA, with data collection conducted via a Google form. A multiple regression analysis was applied to test the research model. Our findings indicate a significant positive impact of ELLSs on LA among ESL students. Among the six categories of ELLSs (memory, cognitive, compensation, metacognitive, affective, and social strategies), affective strategies showed the most substantial enhancement of LA. The study highlights the importance of affective strategies in promoting autonomous learning in ESL contexts, aligning with Constructivism theory.