Abstract
Background and aims: Learner autonomy has become a focal point in language learning over the past 30 years. In China, fostering and improving college students’ autonomous learning ability has become a crucial aspect of higher education English teaching reform in the 21st century. Thus, this paper aims to analyze the needs of Chinese EFL undergraduate students to improve their autonomous learning ability and English language achievement.
Materials and methods: A needs analysis questionnaire (N=183) was conducted to investigate students’ necessities, lacks, and wants in English language learning.
Results: The findings showed that the students required being trained to use metacognitive strategies and apply digital technology in their English learning to improve their autonomous learning ability and English achievement.
Conclusions: Besides using metacognitive strategies to improve their autonomous learning and English language achievement, students also expressed their preferences for digital tools as effective means to augment their learning outcomes and motivation.
Publisher
Dr. Ken Institute of Academic Development and Promotion
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