A Review on Language Learner Autonomy Research in China (2006-2016): Based on 12 Key Domestic Journals

Autor/in	Ou, Chuying
Titel	A Review on Language Learner Autonomy Research in China (2006-2016): Based on 12 Key Domestic Journals
Quelle	In: English Language Teaching, 10 (2017) 11, S.76-86 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Personal Autonomy; English (Second Language); College Students; Student Centered Learning; Journal Articles; Literature Reviews; Teaching Methods; Educational Research; College Second Language Programs; Second Language Instruction; Teacher Role; Teacher Education; Educational Environment; Evaluation Methods; China + Suchen Sie Ihr Suchwort? Ausland; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Journal article; Zeitschriftenaufsatz; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Fremdsprachenunterricht; Lehrerrolle; Lehrerausbildung; Lehrerbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Since the implementation of the 2001 curriculum reform and the release of the 2004 college English requirements, learner autonomy has become one of the most important research themes in the field of ELT in China, especially college English, reflecting the tendency of a learner-centered teaching approach. In this paper, I have reviewed 39 studies about language learner autonomy from 133 articles selected in key journals targeting language education published in mainland China from 2006 to 2016, so as to see what have been the features of related research through the years. In the review process, it is found that influencing factors, improving methods as well as evaluation approaches of learner autonomy have been the dominant themes that attract Chinese researchers' concern. Among them, improving methods of language learner autonomy have drawn even more attention from Chinese scholars, which have mainly addressed issues related to teachers, learner training and autonomous learning environment. It is also observed that empirical studies have been dominant through the decade and more types of students have been involved in research. However, I also note that there is still deficiency with such studies of language learner autonomy, so suggestions are provided for researchers in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01