The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition

Abstract

The promotion of language learner autonomy has been recognized as being beneficial in various domains, from linguistic achievement to personal growth. Key to the development of learner autonomy is shifting control from the teacher to the learner. While much has been written about the construct of learner control, there has been little close examination of the practices with which language teachers release their command. This article reports on a study conducted in a Chinese private school intent on promoting learner autonomy, and explores ways in which teachers’ practices facilitated or hindered control shift and their perceptions of these actions. From a study of nine teachers within one English department, two case studies are explored in depth through analysis of classroom practices, interviews and post-lesson discussions. While the feasibility of promoting learner autonomy in non-Western contexts has previously been questioned, the present findings highlight the opportunities available within routine tasks, while stressing the delicacy of these opportunities.

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