Language Learner Autonomy and Learning Contract: A Case Study of Language Majors of a University in Hong Kong

Abstract

With the aim of developing first year undergraduate students' awareness and ability of autonom-ous learning, they were asked to do self-access work in an academic English proficiency course through drafting a learning contract outlining their learning objectives and submitting learning evidence regularly in the course of the semester. This study examines the content of the learning contract and the English language learning beliefs reflected from the learning objectives formu-lated, plus questionnaire results, and determines whether university students in Hong Kong are ready for autonomous learning or not. Based on the findings, the study examines whether Hong Kong university students are ready for autonomous learning, and discusses ways to deal with the challenges which might impede implementation of language learner autonomy in Hong Kong.