Developing learner autonomy: Chinese university EFL teachers’ perceptions

Abstract or Summary

While much has been written about learner autonomy (LA) in language teaching and research (e.g., Benson, 2011), teachers’ understanding of the concept remains an area requiring more empirical study (Borg & Al-Busaidi, 2012) in specific contexts. The project reported here investigated a group of Chinese university teachers’ understanding of the notion of LA and their LA-related practices. It also explored a way of enhancing teachers’ cognition and implementation about LA through a series of professional development workshops. This presentation focuses on three questions: 1) what perceptions did the teachers hold about developing learner autonomy on the basis of their professional practice? 2) what were the factors that facilitated and/or hindered their LA-related practices and perceptions? 3) to what extent and in what ways did the LA-focused workshops help to enhance teachers’ practices and perceptions regarding the development of LA? The project was conducted with 44 English teachers in a northern Chinese university. Both quantitative and qualitative data were collected through a questionnaire, interviews, workshops and follow-up emails. Findings will be presented and discussed, based on which implications will be suggested for further research and teacher development regarding the development of LA.