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.
 

Keywords—learner autonomy, language learning, teachers’ attitudes and practice 

Cite: Zhe Wang and Xiaoyuan Chen, "Learner Autonomy in China: English Teachers’ Attitudes and Practice," International Journal of Learning and Teaching, Vol. 10, No. 2, pp. 289-298, 2024.

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