Innovation in Language Learning

This dissertation was intended to explore the theory and practice of pedagogy for learner autonomy among EFL learners in the Chinese context. Because of the need to approach learner autonomy from multi-dimensional, contextual and operational perspectives, this study hypothesized two conceptual models. The first model hypothesized that learner autonomy in the Chinese learning context is both a construct of learner attributes and a construct of learning contexts. Learner attributes are defined in this paper as attitudes and awareness, self-management skills and autonomous learning behaviors to take charge of one’ learning.  Learning contexts, here refer to both a physical context to allow for learner to exercise control over their learning and a teacher-learner interactive learning context. The second model intended to operationalize learner autonomy through self-access hypothesized that a pedagogical model for self-access learning consists of three basic elements: the goals of the self-access program, the intervention program, and the evaluation of the program. 

Empirical evidence was sought for the validity of the two hypothesized models from four separate researches. The findings of this study highlight a number of issues, which have wider implications. First and foremost, teachers’ autonomy support is a prerequisite for the development of learner autonomy in the Chinese learning context. For most students, their language autonomy has to be learnt and developed with the help of the teacher. Second, learner autonomy is constantly being negotiated within the teacher-learner interactive relationship. How much the teacher holds back from influencing his/her students and how much the student holds back from seeking influence from his/her teacher is a constantly negotiated process towards learner autonomy. Third, teacher autonomy is an important element in pedagogical attempts to promote learner autonomy in the Chinese context. Teachers’ willingness to help students take responsibility for their learning and their capacities for self-directed professional development are two crucial factors in such pedagogical practice. Fourth, the cycles of an action research has proved to be valuable strategies in the intervention program of the study, the value of which calls for more attention of both teachers and researchers of the similar background.