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ERIC Number: EJ949938
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1366-4530
What Happens in Different Contexts and How to Do Learner Autonomy Better?
Zou, Xiaoling
Teacher Development, v15 n4 p421-433 2011
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. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United Kingdom