Volume 9, Issue 2, March 2020, Page: 43-47
On Cultivating Learning Autonomy of English Major Students in China
Zhang Na, School of Foreign Languages and Cultures, Beijing Wuzi University, Beijing, China
Received: Mar. 26, 2020;       Accepted: Apr. 16, 2020;       Published: Apr. 23, 2020
DOI: 10.11648/      View  270      Downloads  141
Learning autonomy is a hot research topic in the field of foreign language education in recent years. It emphasizes that learners should learn to manage their own learning process in order to improve their autonomous learning ability. Even though scholars have different understandings about learner autonomy, they all agree that promoting learner autonomy is an important goal of foreign language education. For English major students in China, there is a great necessity to cultivate their learning autonomy due to the rapid development of information society, the goal of modern foreign language education, the particularity of language learning, and even the individual differences between language learners. However, the status quo of Chinese English major students’ learning autonomy is worrying. They not only lack the awareness of learning autonomy, but also lack the abilities of interaction and cooperation. Furthermore, they have a poor use of language learning strategies and poor abstract thinking ability and self-control. Based on the necessity and status quo of English major students’ learning autonomy in China, this paper puts forward many measures for cultivating English majors’ autonomous learning abilities. From the perspective of school education system and environment, measures like giving English teachers greater autonomy in teaching, the reform of graded teaching for English majors, and establishing autonomous learning centers for English major students are recommended. From the perspective of teachers and classroom teaching, the measures include improvement of English teachers’ awareness of learning autonomy, the change of English classroom teaching model, and guidance and training of systematic learning strategies. From the perspective of students and extracurricular learning, the following measures can be taken, which are strengthening of students’ awareness of being independent, effective use of various learning resources and cooperative learning, and being a reflective learner.
Learning Autonomy, English Major, Cultivation, China
To cite this article
Zhang Na, On Cultivating Learning Autonomy of English Major Students in China, Education Journal. Vol. 9, No. 2, 2020, pp. 43-47. doi: 10.11648/
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Holec, H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon.
Zimmerman, B. J. and Schunk, D. H. (eds) (1989). Self-regulated Learning and Academic Achievement: Theory, Research and Practice. New York, NY: Springer.
Dam, L. (1995). Learner Autonomy 3: From Theory to Classroom Practice. Dublin: Authentik.
Hua Weifen, (2009). On Foreign Language Learning Motivation and Learner Autonomy. Foreign Languages Research, 113 (1): 57-62.
Wen Xuezhou, Mei Qiang & Guan Yunsu. (2019). The Empirical Research on Factors Influencing Teaching Efficiency of Undergraduate Programs in Colleges and Universities. Journal of Higher Education Management, 13 (1): 104-112.
Ron, P. (2016). Exploring Learner Autonomy: Language Learning Locus of Control in Multilinguals. International Journal of Multilingualism 2: 230-248.
Young, J. T., Hafner, C. A. and Fisher, D. W. (2007). ‘Shifting sands: Supporting teachers in facilitating independent learning’. In A. Barfield and S. Brown (eds) Reconstructing Autonomy in Language Education: Inquiry and Innovation. Basingstoke: Palgrave Macmillan, pp. 196–208.
Reinders, H. & C. White. Special issue commentary: Learner autonomy and new learning environments. Language Learning & Technology, 2011 (3).
Qiang Sheng. (2019). The Transformation of Teachers’ roles in Course Teaching under the Background of Educational Modernization. China University Teaching, 11: 29-32.
Holec, H. (1980) ‘Learner training: Meeting needs in self-directed learning’. In H. B. Altman and C. V. James (eds) Foreign Language Learning: Meeting Individual Needs. Oxford: Pergamon, pp. 30–45.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55: 68-78.
Xu Jinfen. (2012). On critical cooperative autonomous learning in foreign language teaching. Foreign Language Education, 33 (3): 51-55.
Murray, G. The social dimensions of learner autonomy and self-regulated learning. Studies in Self-Access Learning Journal, 2014 (4).
Shaw, J. (2008). ‘Team-teaching as negotiating autonomy and shared understandings of what we are doing’. In T. E. Lamb and H. Reinders (eds) Learner and Teacher Autonomy: Concepts, Realities and Responses. Amsterdam: John Benjamins, pp. 187–204.
Vieira, F. (ed.) (2009). Struggling for Autonomy in Language Education: Reflecting, Acting, and Being. Frankfurt am Main: Peter Lang.
Browse journals by subject