In the post-digital era, the concept of “learner agency” has evolved from a purely psychological feature to a complex activism in digital environments. The aim of this research is to critically analyze the concept of learner agency in the field of English Language Teaching (ELT) by explaining the theoretical links between “autonomy” in Phil Benson’s thought and “digital literacies” in Mark Pegram’s thought. With the entry into the post-digital era and the expansion of informal learning ecosystems, learner agency is no longer just a psychological variable, but a phenomenon that is formed at the intersection of technical capabilities and capacities for choice. By adopting a descriptive-analytical approach, this article shows how Benson’s autonomy (as control over the learning process) requires the technical foundation of Pegram’s multiple literacies to be realized in complex virtual spaces. The findings of this theoretical analysis suggest that agency is a mediated product in which digital literacy acts as a “liberating tool” and enables the learner to transform from a passive consumer to an autonomous actor. Finally, this article presents a synthesized conceptual model, arguing that the synergy between these two domains necessitates a redefinition of the teacher’s role and a redesign of learning environments in the twenty-first century.