A Study On College English Teachers’ Beliefs About Learner Autonomy

Learner autonomy is a modern learning concept based on humanistic psychology and cognitive psychology.Fostering learner autonomy in foreign language classrooms could effectively promote students’ language learning.However,college students’ level of learner autonomy is generally low at present.As one of the external factors that affect learner autonomy,teachers themselves play an important role in fostering learner autonomy,and their beliefs about learner autonomy will promote or hinder the development of learner autonomy.Therefore,teachers’ belief about learner autonomy are the key to the success of cultivating learner autonomy.In this context,the current research aims to explore the current situation of college English teachers’ beliefs about learner autonomy and the consistency between college English teachers’ teaching practices and their beliefs.This research adapts the method of survey,classroom observations and interview,three phases were involved in the current research.This research aims to answer the following three questions:(1)What are college English teachers’ beliefs about learner autonomy?(2)What are the association between college English teachers’ beliefs about learner autonomy and their actual teaching practices?(3)What challenges do college English teachers face in helping their learners become more autonomous?The subjects of this study are 70 college English teachers from a provincial university.Three phases are covered in this research: the first phase is the method of questionnaire which aims to analyze the current situation of teachers’ beliefs about learner autonomy;The second phase is the method of a classroom observation which aims to explore whether there were a difference between college English teachers’ beliefs about learner autonomy and their teaching practices;The third phase is the method of a semi-structured interview is conducted to four college English teachers who participated in classroom observation which aims to discover the challenges that college English teachers face in helping their learners become more autonomousBased on the analysis of the results of questionnaire,classroom observations and interview,the current research draws the following conclusions:(1)college English teachers’ beliefs about learner autonomy are relatively accurate;(2)in classroom teaching,college English teachers do not perform the same teaching practices as their beliefs about learner autonomy.Firstly,teachers generally adapt a teacher-centered teaching approach,and students have little opportunity to participate in classroom decision-making;Secondly,college English teachers are relatively unclear about students’ level of learner autonomy,and they barely adapt effective evaluation method to evaluate students’ autonomy.(3)College English teachers’ relatively low level of understanding about learner autonomy,a limitation given by textbooks,examinations and teaching syllabus and students’ low language proficiency and learning motivation may account for challenges college English teachers face in fostering learner autonomy.Therefore,college students’ cultivation of learner autonomy should be paid more attention.College English teachers should first make clear students’ level of learner autonomy,evaluate the students’ autonomy level from multiple dimensions such as students’ external performance in the classroom,students’ internal cognitive strategies,and learning styles,and then adapt targeted teaching approach in fostering learner autonomy.College English teachers should also incorporate how to cultivate student autonomy into their professional development,enrich their knowledge about learner autonomy by self-study or participating in relevant training,and guide students become autonomous learners.