Developing learner autonomy: Chinese university EFL teachers’ perceptions and practices

Learner autonomy (LA) is a key goal for tertiary EFL learning in China, yet teachers’ understanding of this concept has remained obscure. This study investigated forty seven Chinese university EFL teachers’ perceptions and practices about LA as well as the affecting factors behind. Data was collected through a questionnaire, ten interviews and four LA-focused workshops. Findings showed that teachers understood the basic features of LA, and to some extent implemented the idea in their practices, yet their practices were inhibited by various contextual challenges regarding students, teachers, the institution and Chinese culture. The LA-focused workshops were found beneficial in enhancing teachers’ understanding of the notion as well as practical application. The study calls for teachers’ awareness of the cultural stereotype about LA, a positive view towards student autonomy and contextual constraints. It proposes a continual teacher support mechanism in the form of a virtual teacher learning community