Junior College Students' Perceptions of Learner Autonomy-Based Instruction on EFL Writing

Translated Titles





林澤宏(Tse-Hung Lin)

Key Words

英文寫作 ; 英文作文 ; 科目綱要 ; 學習者自主性 ; English writing ; English composition ; course syllabus ; learner autonomy



Volume or Term/Year and Month of Publication

7期(2008 / 06 / 01)

Page #

95 - 107

Content Language


Chinese Abstract


English Abstract

This paper describes a year-long English composition course syllabus designed both to ease Taiwanese EFL (English as a foreign language) writing teachers' heavy burden of correcting students' written work and to produce self-reliant, autonomous student writers with the willingness and ability to continue to hone their English writing skills by themselves beyond the classroom throughout their lives. This ”learner autonomy-based” course was conducted over the 2005-2006 academic year in a two-year program at a junior college of continuing education in northeastern Taiwan. In order to investigate students’ perceptions of the course design and their preferences for the components of the course syllabus, a survey questionnaire using a five-point Likert Scale was administered in November 2006 to the 40 second-year English major students who had taken and finished the required English composition course. The results of the survey indicate that the students generally held highly positive views of the course design. The pedagogical implications and limitations of this study are briefly discussed in the last section of this paper.

Topic Category 人文學 > 人文學綜合
基礎與應用科學 > 基礎與應用科學綜合
醫藥衛生 > 醫藥衛生綜合
生物農學 > 生物農學綜合
工程學 > 工程學綜合
社會科學 > 社會科學綜合
社會科學 > 社會學
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