A Case Study Of Learner Autonomy Of- English Major Graduates

With more and more international competition in education, graduate education faces tough challenges. Compared with undergraduate education, graduate education aims not only to complete the courses, but to develop students’ ability of lifelong learning with the emphasis on learner autonomy. Currently, studies on learner autonomy have been prosperous during the past few years. However, less study had been done on autonomy of English major graduates, and there is a lack of links in study concerning the relationships of learner autonomy and academic competence. Therefore, starting from the current situation of learner autonomy of English major graduates in University A, this research could be conducive to the promotion of learner autonomy.This empirical study, based on learner autonomy, was to explore the following questions:(1) What is the level of learner autonomy of English major graduates in University A?(2) What is the relationship between learners’ autonomy level and their academic competence?30 English major graduates in University A participated in the research, and both quantitative and qualitative methods were employed, including questionnaire, class observation and interview. Two major findings can be drawn from data analysis:(1) English major graduates in University A were at the medium level of readiness for autonomy. Most English major graduates were psychologically ready for learner autonomy. However, there was a gap between their belief in taking responsibility for their learning and their actual use of self-management skills as well as their autonomous practice.(2) There was a correlation between English major graduates’ autonomy level and academic competence, i.e., the development of English major graduates’ academic competence was embedded in the development of autonomy level.Following the major findings in the research, the schema of developing English major graduates was proposed, emphasizing three aspects: taking the initiative to reflect upon learning; embedding autonomy in seminars; promoting interaction between students, course instructors and supervisors. Finally, limitations of the study and suggestions for future research were provided.