Modeling Influential Factors on Learner Autonomy in Oral English in the Chinese EFL Context

Abstract

This study involves a large-scale investigation of influential factors on learner autonomy in oral English (LAIOE) for students in China. A questionnaire was sent to 478 English majors from 7 different universities or colleges. The questionnaire included 6 sub-scales, investigating LAIOE and the five factors: self-efficacy on oral ability, attribution on oral ability, teachers, peers and atmosphere in class and awareness on oral autonomy. Validation of the questionnaire involved exploratory factor analyses on thje dataset collected in a pilot study. A hypothesized path model integrating LAIOE and five influencing factors was tested by using stepwise regression analyses. The results show that the five influencing factors are all significantly and positively correlated with LAIOE. Among them, self-efficacy is the most powerful predictor of LAIOE. The teacher factor, attribution and awareness could significantly and positively predict LAIOE; the teacher factor could predict peers and class atmosphere, and attribution; peers and class atmosphere, as well as attribution, could predict self-efficacy directly and impact LAIOE indirectly. The results shed light on individual and contextual variables to account for learner autonomy in speaking English in the EFL context such as China.