Learner Autonomy and the Out-of-Class English Learning of Proficient Students in Hong Kong

E-ISSN： 1447-9540|17|11|45-62

ISSN： 1447-9494

Source： The International Journal of Learning: Annual Review, Vol.17, Iss.11, 2011-01, pp. : 45-62

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Abstract

This paper reports on one phase of a study that investigated learner autonomy and out-of-class English language learning of proficient tertiary students in Hong Kong. In this Cantonese-dominant environment, opportunities for using and learning English in daily life are reported to be limited (Chik, 2008; Hyland, 2004; Pill, 2001) but opportunities do exist (e.g. English movies, TV programmes) (Hyland, 2004). Out-of-class learning is important and students must develop autonomy to seize chances to practice the target language. A survey administered to 78 proficient English language learners provided insight into the development of their perceived levels of autonomy, the types and frequency of their out-of-class learning, and the importance of the activities for their English learning at both secondary and tertiary levels. The students also revealed their individual learning activities and provided details about the constraints they experienced. The findings of this phase of the study have implications for English language teachers and students to make better use of out-of-class opportunities and foster learner autonomy.