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Abstract Abstract: Autonomous language learning as a teaching and learning approach has gained increasing recognition in the English education of Chinese universities. However, there is very limited empirical research on teachers’ beliefs about this approach from teachers’ perspectives. This study examined the university English teachers’ beliefs regarding autonomous language learning by adopting the mixed approach of quantitative and qualitative research, with 481 questionnaires as major source of data, supplemented by the interviews of 10 participants. It covered the teachers’ beliefs about the definitions of learner autonomy, the methods of increasing learner autonomy in classrooms, the roles of teachers in learner autonomy development, and some socio-cultural and psychological factors in the teachers’ beliefs. The findings revealed that the teachers were very positive towards the implementation of autonomous language learning in their classroom, and held quite clear beliefs about the definitions of learner autonomy, but in teaching practice, the teachers were still quite confused and self-contradictory regarding how to increase learner autonomy. It also revealed that the socio-cultural, psychological and the traditional teaching style influenced teachers’ practice in the classroom. It implies that in the future we should promote teachers’ more profound understanding of the approach, and provide favorable conditions for the efficient implementation of the approach in practice.
Key words: autonomous language learning; university English teachers; teachers’ beliefs
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