A Study of Chinese University Students’ Autonomous Competence in EFL

论文摘要

Learner autonomy has been more and more widely accepted and preferred by educationists and teachers in many fields concerning teaching and learning: adult education, self-directed learning schemes, self-access centers, etc. In spite of its advantages, we must also realize autonomy is anything but an easy and absolute option. Complete autonomy is an achievable, but idealistic goal. There do exist degrees of autonomy. So how to apply it successfully in different situations and find the appropriate mode or "degrees" of autonomy suitable for specific contexts has become an urgent issue confronting all researchers and teachers.Compared with the research in foreign countries, China’s study on learner autonomy has somewhat lagged behind. Concerning China-specific autonomy, there has been very little research. So in order to implement this concept successfully, we need to find the specific mode of learner autonomy suitable for our particular EFL teaching context, so as to benefit language teaching and learning to the greatest extent-the original drive for the present study. In this study, the present author tries to formulate a tentative framework of autonomy which is specific to China’s EFL teaching in universities. Based on this framework, a questionnaire survey has been conducted to find the specific autonomous competence of our students. The findings reveal that Chinese students do display a certain degree of autonomy in some aspects: selecting, self-monitoring, evaluating and regulating learning strategies; having clear learning objectives; being able to assess knowledge of English; being well motivated to learn, etc. But in other areas, our students are quite weak in learning autonomously: managing study plans; monitoring and evaluating learning processes; assessing learning results; not taking enough responsibilities outside class, etc. The findings highlight the aspects in which teachers can and should make efforts to foster learner autonomy.

论文目录

• Acknowledgements
• Abstract
• Chapter 1 Introduction
• 1.1 Significance of learner autonomy in EFL
• 1.2 Learner autonomy in EFL in China's universities and the purpose of this study
• 1.3 Overview of the thesis
• Chapter 2 Learner Autonomy and Its Theoretical Background
• 2.1 Definitions of learner autonomy
• 2.1.1 Various definitions and interpretations of learner autonomy
• 2.1.2 Similar terms concerning learner autonomy
• 2.1.3 Misunderstandings of learner autonomy
• 2.2 Historical background & rational of learner autonomy
• 2.2.1 Development and historical background of learner autonomy
• 2.2.2 Rational and theoretical background of learner autonomy
• 2.2.2.1 Requirements set by present day education and society
• 2.2.2.2 Constructivism & critical theory
• 2.2.2.3 Humanistic psychology
• 2.2.2.4 Individual differences concerning cognition and metacognition
• 2.2.2.5 Pedagogical justifications
• 2.3 Factors promoting learner autonomy
• 2.4 Affective factors in language learning
• 2.4.1 Motivation/attitudes
• 2.4.2 Confidence
• 2.4.3 Pressure
• Chapter 3 Learner Autonomy in EFL in China
• 3.1 Application of learner autonomy in different cultures
• 3.1.1 Learner autonomy is not confined to Western contexts exclusively
• 3.1.2 Degrees of learner autonomy
• 3.1.3 Necessity and significance of the present study
• 3.2 Characteristics of EFL in China
• 3.2.1 Character and objective of college English
• 3.2.2 Characteristics of Chinese university students
• 3.2.3 Classroom teaching/learning context
• 3.2.4 Materials
• 3.3 A tentative framework of autonomy-promoting factors for EFL in China
• Chapter 4 The Present Study Of Autonomous Competence of University Students in EFL in China （on China-specific degree of learner autonomy）
• 4.1 Research design
• 4.1.1 Research questions
• 4.1.2 Subjects
• 4.1.3 Questionnaire and the pilot study
• 4.1.3.1 Questionnaire design
• 4.1.3.2 The pilot study
• 4.2 Data collection and analysis
• 4.3 Major findings & discussions
• 4.3.1 General autonomous competence of Chinese university students in EFL
• 4.3.1.1 Motivation/attitudes
• 4.3.1.2 Confidence （self-esteem）
• 4.3.1.3 Pressure/stress
• 4.3.1.4 Metacognitive strategies in planning of study
• 4.3.1.5 Metacognitive strategies concerning managing of learning strategies
• 4.3.1.6 Metacognitive strategies adopted in the learning process
• 4.3.1.7 Metacognitive strategies concerning learning achievements/results
• 4.3.1.8 Autonomous language learning behaviour
• 4.3.2 A comparison among applications of metacognitive strategies in differents aspects of learning
• 4.3.3 A comparison between applications of metacognitive strategies and autonomous language learning behaviour
• 4.3.4 Influence of affective factors on autonomous competence
• 4.3.4.1 Relationship between motivation and learner autonomy
• 4.3.4.2 Relationship between confidence and autonomous learning
• 4.3.4.3 Relationship between pressure （stress） and autonomous learning
• Chapter 5 Conclusions and Pedagogical Implications
• 5.1 Conclusions: a summary of the major findings of the present study
• 5.1.1 General autonomous competence of university students in EFL in China
• 5.1.1.1 Competence of autonomous learning in applications of metacognitive strategies
• 5.1.1.2 Autonomous language learning behaviour
• 5.1.2 A comparison of metacognitive strategies' applications in different aspects
• 5.1.3 A comparison between adoptions of metacognitive strategies and autonomous language learning behaviour
• 5.1.4 Relationship between affective factors and autonomous learning
• 5.2 Pedagogical implications
• 5.3 limitations and suggestions for further research
• References
• Appendix