Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/60626
Title: Autonomous language learning : the teachers' perspectives
Authors: Chan, V 
Issue Date: 2003
Publisher: Routledge, Taylor & Francis Group
Source: Teaching in higher education, 2003, v. 8, no. 1, p. 33-54 How to cite?
Journal: Teaching in higher education 
Abstract: This paper reports on a large-scale study on learner autonomy in language learning carried out with students and English teachers at the Hong Kong Polytechnic University in Hong Kong. It focuses on the teachers' views of their roles and responsibilities, their assessment of their students' decision-making abilities and the autonomous language learning activities that they have encouraged their students to take up. Generally, teachers perceive themselves to be more responsible for the methodological aspects of language learning, and for motivating their students to be responsible for assessing and evaluating their learning. However, they consider themselves less responsible for their engagement in outside class activities and their progress out of class. The paper will conclude with the pedagogical implications of such findings on the development of learner autonomy at tertiary level in Hong Kong.
URI: http://hdl.handle.net/10397/60626
ISSN: 1356-2517 (print)
1470-1294 (online)
DOI: 10.1080/1356251032000052311
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