Fostering Language Learner Autonomy: A Study on Secondary School Students in Mainland China

This paper explores the concept of learner autonomy in the context of secondary school students learning English in Mainland China. Learner autonomy refers to students taking responsibility for their learning by reflecting on their progress and actively engaging with the learning process. It highlights the importance of self-assessment in enhancing language learning, particularly in grammar, reading comprehension, essay organization, and communication skills. The paper examines various self-assessment techniques, such as rubric templates, mind maps, journal writing, questionnaires, audio recordings, and note-taking, and their effectiveness in fostering autonomy among English learners. Additionally, the integration of Bloom’s Taxonomy of Educational Objectives is discussed, illustrating how students can progress from basic knowledge recall to higher-level cognitive skills, such as evaluation and synthesis. By emphasizing feedback and reflection, the paper argues that learner autonomy, supported by appropriate self-assessment methods, can enhance the overall learning experience and motivate students to achieve their language learning goals. The findings suggest that these techniques not only empower students to monitor and improve their learning but also contribute to a more interactive and self-regulated learning environment.