Autonomous Learning in Tertiary University EFL Teaching and Learning of the People’s Republic of China: Challenges and New Directions

By Jinjin Lu, Han Jiang and Paul Throssell.

Published by The International Journal of Learning in Higher Education

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Article: Print $US10.00
Article: Electronic $US5.00

English language, as a vital foreign language, has received considerable attention in the last 25 years in education in the People’s Republic of China. Moreover, with the development of second language acquisition theories in these years, more theories and ideologies have been introduced into China. Autonomous learning is an important case in point. When the idea of “autonomous learning” was brought into EFL teaching and learning at the beginning of the 1990s, some Chinese scholars accepted the concept without any critical thought of its application in a Chinese context, which results in an increasing blurring of its boundaries. This paper first gives an overview of the development of autonomous learning in the PRC, and then moves to present the model of English language learning and teaching by using autonomous learning theory within the Chinese context. Finally, it utilizes information that leads to suggestions and recommendations to university staff, students and SAC managers in the PRC.

Keywords: Autonomous Learning, EFL Teaching and Learning, SLA Theory, Chinese Context, SAC

The International Journal of Learning in Higher Education, Volume 19, Issue 2, pp.111-121. Article: Print (Spiral Bound). Article: Electronic (PDF File; 399.703KB).

Dr. Jinjin Lu

PhD Student, Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia

My research interest is on TESOL and learning autonomy in the PRC.

Han Jiang

PhD Student, Faculty of Education, University of Wollongong, Wollongong, New South Wales, Australia

My research is on special education and learning theory.

Dr. Paul Throssell

Lecturer, Faculty of Education, University of Tasmania, Launceston, Tasmania, Australia

My research is on TESOL.