Readiness for learner autonomy: What do our learners tell us?

Readiness for learner autonomy: What do our learners tell us?

• Chan, Victoria Hong Kong Polytechnic University

Teaching in Higher Education, 6(4), 505-518, 2001

Routledge

2001

• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment
• C Psychology & Learning
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

Learning College Students Language & Languages Education, Higher Hong Kong China

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

In higher education teaching, enhancing learner autonomy has become a key concern for curriculum planners and classroom teachers. The significant body of research about learner autonomy in language learning over the last 20 years (e.g. Holec 1981, 1988; Riley 1985; Dickinson 1987, 1992; Wenden & Rubin 1987; Little, 1991; Dam, 1995; Benson & Voller, 1997) has indicated an on-going search for more understanding of how learner autonomy can be implemented in different contexts.
This paper is based on a research study which was conducted in the Hong Kong Polytechnic University in Hong Kong. The study explores learners' attitudes and expectations of language learning, teacher and learner roles, their learning preferences and perceptions of learner autonomy. The paper reports the results and discusses their implication on the development of a learner-centred approach in higher education.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13562510120078045]

• English

Journal Articles

• 13562517

• 10.1080/13562510120078045

https://bibliography.lib.eduhk.hk/en/bibs/7707c990

2010-09-27