What happens in different contexts and how to do learner autonomy better?

Abstract

Chongqing University, as one of the experimental universities in China, has implemented computer-assisted language learning to support and practice learner autonomy since 2003. But in 2006, as a Visiting Fellow from Chongqing at the University of Leeds, the author noted pedagogical differences in promoting learner autonomy of language teaching between the two universities. A comparative study focusing on learner autonomy is likely to provide useful insights into the progression of autonomy in language learning. Accordingly, a comparative study through questionnaires, interviews, and learning contexts observations was designed to examine closely the similarities and differences between the two groups in learner autonomy and, more specifically, to find out the main barriers to the development of learner autonomy in Chongqing University. Research findings indicate more autonomous learning practices and constructive interactions among learners, and more support from teachers and the university should be given.

Keywords:

• autonomous awareness
• autonomous learning practice in CALL contexts
• learner autonomy
• teacher support

Acknowledgements

The author gratefully acknowledges the help given by staff and students at Chongqing University, China, and those at the University of Leeds, UK.