Learner Autonomy in China: English Teachers’ Attitudes and Practice

Abstract

In response to college English curriculum reform, a questionnaire and interview were conducted to explore English teachers’ views on learner autonomy in higher education. Based on the literature reviewed the items in the questionnaire are grouped under 4 variables: (1) Teachers’ perceptions of the present conditions for learner autonomy; (2) The relationship between teachers and learners; (3) Classroom activities are considered beneficial for self-directed learning; (4) Teacher’s professional development. Findings point to a clear cognizance of learner autonomy, and teachers’ generally favorable outlooks; while many are ready to treat students as equals, they still experience some perplexity. The primary issues lie in the assessment system, class sizes, and teacher professional development requirements.