Are Chinese Undergraduates Ready for Autonomous Learning of English Listening? – A Survey on Students’ Learning Situation

Jing Yao, Xiaohong Li

Abstract


Chinese EFL non-English major undergraduates are encouraged to conduct English listening autonomous learning in one of China’s universities, but their attitude and learning practice are still unknown to both the institute and the language teachers. The study aims to reveal students’ English listening autonomous learning reality through a questionnaire survey and follow-up semi-structured interviews. Results show that more than half of the students are not active in the listening autonomous learning. Unawareness of the importance of English learning and lack of effective learning method and self-discipline appear to be the main reasons behind. Specific suggestions are proposed for language teachers to support learners’ listening autonomous learning in Chinese context.    


Keywords


Language learning; autonomous learning; teachers’ role; English listening learning; EFL teaching

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