Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/60625
Title: Readiness for learner autonomy : what do our learners tell us?
Authors: Chan, VNK 
Issue Date: 2001
Publisher: Routledge, Taylor & Francis Group
Source: Teaching in higher education, 2001, v. 6, no. 4, p. 505-518 How to cite?
Journal: Teaching in higher education 
Abstract: In higher education teaching, enhancing learner autonomy has become a key concern for curriculum planners and classroom teachers. The significant body of research about learner autonomy in language learning over the last 20 years (e.g. Holec 1981, 1988; Riley 1985; Dickinson 1987, 1992; Wenden & Rubin 1987; Little, 1991; Dam, 1995; Benson & Voller, 1997) has indicated an on-going search for more understanding of how learner autonomy can be implemented in different contexts. This paper is based on a research study which was conducted in the Hong Kong Polytechnic University in Hong Kong. The study explores learners' attitudes and expectations of language learning, teacher and learner roles, their learning preferences and perceptions of learner autonomy. The paper reports the results and discusses their implication on the development of a learner-centred approach in higher education.
URI: http://hdl.handle.net/10397/60625
ISSN: 1356-2517 (print)
1470-1294 (online)
DOI: 10.1080/13562510120078045
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