Breaking with Chinese cultural traditions: Learner autonomy in English language teaching

Abstract Basic thinking regarding certain aspects of learner autonomy is presented as well as certain cultural traits (such as the Chinese concern with face) which may be an obstacle to the promotion of autonomy, especially in the more traditional organization of some classrooms. The use of large-scale simulation can, however, transform the ordinary classroom into a learning environment that powerfully promotes learner autonomy. A concrete example of how this actually happened is discussed in detail, as are the cultural traits that both hinder and encourage autonomy in such a setting. The conclusion is that it is through concrete actions of taking responsibility that autonomy is learned.

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