English language teaching in China has recently undergone significant development from a traditional teacher-centred approach to one that is more student-centred. How to develop students’ motivation and cultivate their awareness of autonomous learning have become important questions for educators. This study aimed to explore the relationship between motivation to learn English and learner autonomy, drawing on culture-relevant theoretical frameworks and using questionnaire data obtained from 201 undergraduate students learning English as a foreign language in two universities in China. Results indicate a significant positive correlation between learner autonomy and motivation to learn English (r=.51; p<.01). Significant positive correlations between dimensions of motivation and learner autonomy were also found (.4 < r < .6). Implications of the findings for English language teaching and learning are discussed. Copyright © 2021 Educational Research Centre.
|Journal||Irish Journal of Education|
|Publication status||Published - 2021|