On The Implementation Of Learner Autonomy Training In EFL Classroom Setting

Autonomous learning has been a topic of widespread discussion in the western world since 1970s. In recent years, a considerable number of Chinese researchers have begun to show great interest in autonomous learning. However, the promotion of autonomous learning through systematic learner training is a relatively new phenomenon in Chinese EFL classroom setting. The present study reports an experiment of learner autonomy training and investigates the effects of the training in an attempt to cultivate autonomous language learning. According to the learner training model by Scharle & Szabo (2000), a new training model is proposed, which consists of two stages, i.e. the preparation stage and the action stage, the latter of which focuses on the implementation of various classroom activities. An experiment is made to demonstrate the feasibility of this new training model, involving 121 2nd year non-English majors of Jiangsu Polytechnic University and lasting for 12 weeks. Data collection is conducted mainly through questionnaire, pre-and post-experiment test paper and individual interviews. The results, which are analyzed in the quantitative and qualitative methods, show that: 1) the students have positive attitude towards language learning and can partly assume the responsibility for their own learning process; 2) the students have employed metacognitive strategies more frequently; 3) development of autonomous learning is helpful in improving students'learning achievement. The results of this study are positive, which suggests that the integration of learner autonomy training into the EFL classroom setting is the most effective way to develop students'language abilities and autonomous learning abilities concurrently. The thesis then, based on the results of the study, discusses the pedagogical implications for the implementation of learner autonomy training and puts forward a few tentative suggestions as to how to facilitate the development of autonomous learning in the current pedagogic context.