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Gender differences in autonomous learning: a study of non-English majors in a Chinese university discourse

Citation

Lu, J and Fan, S, Gender differences in autonomous learning: a study of non-English majors in a Chinese university discourse, Internet Journal of Language, Culture and Society, (36) pp. 18-27. ISSN 1327-774X (2013) [Refereed Article]

Copyright Statement

Copyright 2013 LSC

Official URL: http://aaref.com.au/en/publications/journal/journa...

Abstract

Fostering learners to be autonomous has become one of the aims in New English College Curriculum in mainland China since 2007 (Ministry of Education). However, Chinese university students feel difficult to adapt to this new learning environment designed for this purpose and the teaching method used. Particularly, the different perceptions on autonomous learning between the two genders will result in significant difference of the behaviours in classrooms. This paper attempts to find out the relationship between the gender differences and learning autonomy using data collected with a mixed research method. Also, pedagogical implications are discussed based on the research findings, and suggestions are provided for future researchers and educators in China.

Item Details

Item Type:Refereed Article
Keywords:learning autonomy, gender difference, EFL teaching and learning
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Curriculum and Pedagogy Theory and Development
Objective Division:Education and Training
Objective Group:Curriculum
Objective Field:Assessment and Evaluation of Curriculum
Author:Lu, J (Ms Jinjin Lu)
Author:Fan, S (Dr Frances Fan)
ID Code:83501
Year Published:2013
Deposited By:Education
Deposited On:2013-03-15
Last Modified:2014-12-20
Downloads:0

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