Chinese students' perspectives on the role of language learning advisors in fostering learner autonomy in a UK university

Abstract

As language learning advisors become familiar figures in self-access centers, their role in language learner autonomy (LLA) has attracted various researchers’ attention. However, higher education students travelling abroad to study are less likely to be familiar with advisors, especially if they are from a country where language advisory service is uncommon, such as China. Nonetheless, we know very little about what these students think about advisors. Therefore, this study aims to investigate the perspectives these students may have on the role of advisors, enabling their learning needs to be better recognized and supported. This case study involves 120 master’s students originally from mainland China on a pre-sessional course at a research institute in the UK, as well as students at the end of their one-year study, employing questionnaires and interviews to collect data. The results show that before the course, over 80% of the students reckon advisors are monitors to supervise them or advisors are teachers to teach them. However, throughout the course, the students gradually realize advisors play complex roles in developing students’ learner autonomy. Additionally, during the first week of the course, 62% of the students perceive learner autonomy as 'to study by oneself, without others’ help'. Nevertheless, at the end of their one-year study, 75% of them perceive learner autonomy as 'the attitudes and abilities toward life-long learning'. Overall, the findings indicate that the Chinese students’ transition to the British academic culture deepens their perceptions of learner autonomy, and bridges their gap between theory and practice of learner autonomy, but also helps them gain an understanding of the complex nature of the advisor roles.

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ORCID for Xinyang Lu: orcid.org/0000-0001-5587-3114

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