Teachers’ Beliefs and Teaching Strategies to Enhance Learner Autonomy in English Language Teaching in China

Yao Lu; Anchalee  Chayanuvat

ผู้แต่ง

Yao Lu Suryadhep Teachers College, Rangsit University, Thailand
Anchalee Chayanuvat Suryadhep Teachers College, Rangsit University, Thailand

คำสำคัญ:

Learner autonomy, Teachers’ beliefs, Teaching strategies

บทคัดย่อ

This study aimed to (1) explore college English teachers' beliefs about learner autonomy and (2) identify the teaching strategies that college English teachers adopt to promote their students’ learner autonomy. Utilizing a mixed-methods approach, the research selected 92 teachers from a total of 120 English teachers at College A in Henan Province after a random sampling technique was used based on the formula of Krejcie and Morgan. Both quantitative and qualitative data were collected from the questionnaires and analyzed using descriptive statistics, while semi-structured interviews were analyzed with Litchman’s 3Cs Cycle. The findings revealed significant insights into the pivotal role of teachers' beliefs in fostering learner autonomy. College English teachers widely recognized the importance of learner autonomy in enhancing language learning efficiency, with the belief that it effectively promotes language learning (Mean = 4.41, SD = 0.87). These teachers recognized that teaching strategies encouraged self-regulated learning (Mean = 4.23, SD = 0.866) and fostered critical thinking skills (Mean = 4.37, SD = 0.75). Quantitative findings revealed a significant correlation between teachers’ beliefs and their adoption of specific teaching strategies. Educators with stronger learner autonomy (LA) beliefs demonstrated a clear preference for learner-centered methods, such as inquiry-based learning and collaborative approaches. Qualitative interviews further illuminated the diverse strategies employed to foster LA, including technology integration in the classroom, the design of personalized learning paths, and the creation of collaborative tasks. However, the study also identified challenges, namely accurately assessing students’ autonomy levels and striking a balance between providing guidance and encouraging independence. The study emphasized the importance of continuous innovation in curriculum design, technological application, and cultural sensitivity to support the dynamic development of learner autonomy. It offered valuable theoretical and practical insights for reforming college English teaching and suggested that future studies should focus on expanding sample diversity and deepening the application of mixed methods research.

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