The Investigation and Analysis of Teachers’ Involvement in Students’ Autonomous Learning

Chen Guan, Feipeng Li

Department of Foreign Language, Baoding University, Baoding, China.

DOI: 10.4236/ojml.2014.44044                

Abstract

The cultivation of students’ autonomous learning ability is one of the important sections of English teaching reform at college in China. However, it doesn’t mean that teachers’ involvement is becoming less and less necessary; instead, teachers’ involvement is significant and indispensable to guarantee and promote learner autonomy. This paper firstly introduces the basic concept of students’ autonomous learning and teachers’ involvement briefly. Then, it analyzes the statistics of the questionnaire about teachers’ involvement in Baoding University. Finally, this paper illustrates the different roles that teachers should play in and after class with the reference of questionnaire data discussed above. Hopefully, this paper may have some enlightment for teachers’ involvement in students’ autonomous learning.

Keywords

Teachers’ Involvement, Students’ Autonomous Learning, Promoting Learner Autonomy, Questionnaire

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow, UK: Longman.
[2]	Chan, V. (2001). Readiness for Learner Autonomy: What Do Our Learners Tell Us? Teaching in Higher Education, 6, 505-518. http://dx.doi.org/10.1080/13562510120078045
[3]	Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon
[4]	Jiang, Q. X. (2006). The Importance of Teachers’ Involvement in Students’ Autonomous Learning. Foreign Language World, 2, 10-15.
[5]	Li, H. (2007). The Role of Revision and Teacher Feedback in a Chinese College Context. Asian EFL Journal, 9, Article No. 15.
[6]	Zhao, R. (2011). A Study of Teacher Intervention in Second Language Learning. Ph.D. Dissertation, Fudan University, Shanghai.
[7]	Skinner, E. A., & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement across the School Year. Journal of Educational Psychology, 85, 571-581. http://dx.doi.org/10.1037/0022-0663.85.4.571