Autonomous language learning: The teachers' perspectives

Autonomous language learning: The teachers' perspectives

• Chan, Victoria Hong Kong Polytechnic University

Teaching in Higher Education, 8(1), 33-54, 2003

Routledge

2003

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Foreign Countries Higher Education Second Language Learning Student Participation Teacher Role Hong Kong Hong Kong Polytechnic University

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper reports on a large-scale study on learner autonomy in language learning carried out with students and English teachers at the Hong Kong Polytechnic University in Hong Kong. It focuses on the teachers' views of their roles and responsibilities, their assessment of their students' decision-making abilities and the autonomous language learning activities that they have encouraged their students to take up. Generally, teachers perceive themselves to be more responsible for the methodological aspects of language learning, and for motivating their students to be responsible for assessing and evaluating their learning. However, they consider themselves less responsible for their engagement in outside class activities and their progress out of class. The paper will conclude with the pedagogical implications of such findings on the development of learner autonomy at tertiary level in Hong Kong.
[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/10.1080/1356251032000052311 ]

• English

Journal Articles

• 13562517

• 10.1080/1356251032000052311

https://bibliography.lib.eduhk.hk/en/bibs/c0548bd6

2010-09-06