A Revised Survey on Autonomy Awareness of Foreign Language Learners in China

Hongbo Qi

doi:10.4236/ojml.2022.121005

Abstract

As a goal of education and an effective approach to educational practice, learner autonomy is an integral part of learning of any kind. This survey aims at firstly confirming the results of previous study in the literature, and secondly disclosing more besides the existing results. Simulating the previous study on autonomy awareness made by the same author, this survey not only collects the attitudes of 80 college students by using the same questionnaire as previously, but also investigates the comments of 40 teachers, which is not included in previous studies. In addition, reflective self-reports by 4 of the students are also studied in this survey. This survey indicates that the results of previous studies are confirmed. However, it also shows that Chinese learners are ideologically ready but behaviorally not for autonomy in language learning. Four suggestions are put forward to foreign language teachers in China.

Highlights

As a goal of education and an effective approach to educational practice, learner autonomy is an integral part of learning of any kind. Holec (1981: p. 3) defines learner autonomy as “the ability to take charge of one’s own learning”. Illés (2012: p. 509) regards it as “the capacity to become competent speakers of the target language who are able to exploit the linguistic and other resources at their disposal effectively and creatively”
Simulating the previous study on autonomy awareness made by the same author, this survey collects the attitudes of 80 college students by using the same questionnaire as previously, and investigates the comments of 40 teachers, which is not included in previous studies
As Littlewood (1999: p. 71) points out, Autonomy in language learning is sometimes regarded as a Western concept which is unsuited to contexts, such as those in East Asia, as there is a difference in educational tradition in the above two cultures

Summary

Introduction

As a goal of education and an effective approach to educational practice, learner autonomy is an integral part of learning of any kind. Holec (1981: p. 3) defines learner autonomy as “the ability to take charge of one’s own learning”. Illés (2012: p. 509) regards it as “the capacity to become competent speakers of the target language who are able to exploit the linguistic and other resources at their disposal effectively and creatively”. As a goal of education and an effective approach to educational practice, learner autonomy is an integral part of learning of any kind. 235-243) report a similar situation in relation to students in Hong Kong. 71) points out, Autonomy in language learning is sometimes regarded as a Western concept which is unsuited to contexts, such as those in East Asia, as there is a difference in educational tradition in the above two cultures. They point out that autonomy appears to contradict the teacher-centered, authority-oriented traditions of Chinese education in Hong Kong. Balla et al (1991, cited by Lee, 1998: p. 282) found that students in Hong Kong “have little incentive to undertake learning outside their studies”

Methods

Results

Discussion

Conclusion