Take Actions on Learner Autonomy Introduction & Inquiry Question

Based on Toohey’s(2007)interpretation on autonomy,I develop the notion learner autonomy from three perspectives—discursive practices,alternative positionings and interactive others.Through analyzing my observation of an ESL class in a Canadian elementary school,this article mainly discusses three important factors associated with learner autonomy and how to better make use of them in teaching practices.

Promoting Language Learner Autonomy in the New Era: Empirical and Theoretical Summary Based on the Online Chinese Teaching Experience

This article centers on factors that may affect language learners’autonomy in face of the challenges and the potential opportunities in the new era of post pandemic.It is of great significance to shed light on empirical approaches that serve to support teachers and learners to seek for multi-dimensional strategies on enhancing the learner autonomy where remote and virtual learning has been indispensable for both learners and teachers worldwide.It has become our consistent motive and responsibility to effectively address language learners’academic goals as well as their personal development in a more inclusive and collaborative learning community.

Contextualizing Learner Autonomy in English Classrooms in China

The notion of learner autonomy has been widely acknowledged in the language teaching world.This study investigates the basic constructs and common issues associated with learner autonomy,including major models,teacher roles and underpinning language learning theories.With careful examination of dominating theories involved,this study provides a contextual analysis of its interpretation in Chinese mainland,followed by discussion based on observation of a classroom learning activity within the scope.In relation to the problems arising from the teaching reality,it makes further exploration to propose some suggestions for achieving autonomous learning in the Chinese context.

The Contribution of Blended Teaching Approach to the Promotion of Learner Autonomy

Compared with traditional face-to-face teaching and traditional e-learning model,blended teaching,an innovative teaching method,has drawn teachers’and researchers’attention.In terms of teachers,especially language teachers at the tertiary level are encouraged to use this method for different learning experiences it offers.And much literature research has proved that blended teaching approach can improve students’learning efficiency and effectiveness.Therefore,there is a trend that blended teaching as an alternative approach to traditional classroom teaching should be adopted and popularized.However,on the basis of the authors’personal teaching experiences,the following research questions are put forward:First,in the course of College English,are students in blended teaching approach more engaged in their learning than those in the traditional formats?Second,what are the perceptions of blended teaching approach among both language teachers and language learners?Third,can blended teaching approach really promote learners’autonomy?Bearing these questions in mind,the authors conducted a survey among language teachers and students in Inner Mongolia University of Technology(IMUT),and it comes to a conclusion that the blended teaching approach can help to improve learners’autonomy;however,not in a very positive and motivated way.The underlying reasons for this finding are need investigating further.

Utilizing Communication Strategies to Develop Learner Autonomy

This paper investigates the effects of communication strategy instruction on the promotion of learner autonomy and introduces the two stages of CS instruction. Autonomous learners are characterized by their knowledge of strategies and the efficient control over their use. Then it is reasonable to speculate that the inclusion of CS instruction in foreign language classroom would help learners become more autonomous because the efficient and controlled use of CS should be an integral part of the strategic behavior that characterizes autonomous learners.

A Research on How to Motivate Freshmen and Promote Their Autonomy in Learning English in Junior Middle Schools

This research intends to examine the potential factors that influence the motivation-intrinsic or extrinsic-of freshmen in junior middle schools,hoping to find some effective strategies to motivate them to learn and promote their autonomy in learning English.Data were collected from 204 students randomly selected from an experimental class by using closed-ended questionnaires.The qualitative results were derived from classroom observations and interviews with five primary school teachers and two junior middle school teachers.The findings provide evidence on the factors that might influence students’motivation;meanwhile,intrinsic motivation and autonomy can be boosted with the full-scale implementation of several effective motivational strategies.

Learner Autonomy and EFL Vocabulary Acquisition in Hainan University

This paper explored EFL learners’perceptions of learner autonomy(LA)in Hainan University.Two findings have been found in the research.Firstly,the third-year students were found to be the least autonomous learners.Secondly,the learners were exceedingly dependent on their teachers for explanation and guidance for in-class learning.The teacher’s role is dominant to the learners.In this sense,it is not that the learners lack the ability to learn independently.Rather it is likely to be due to their traditional beliefs about the superior dominance of their teachers’role that make them become more dependent in learning.Relevant implications were discussed.

The Application of Self-Efficiency Theory in College English Teaching

This paper in intended to explore the application of Self-Efficiency Theory in college English teaching. Based on an introduction to this theory, this exploration is carried out from three perspectives: to adjust the college students' learning strategies; to guide the learner autonomy in their learning process; to help teachers improve their teaching efficiency.