부산대학교 도서관

The purpose of this study is to investigate English teachers' role in the blended educational setting to promote learner autonomy from both student and teacher perspectives. The significance of this study is trying to fill the gap that few studies are examining the English teachers' role in promoting learner autonomy in blended learning, especially during the COVID-19 pandemic. In this study, the researcher tries to give students, teachers, and course designers one direction to learn and teach effectively.Three research questions are designed in this study. The first research question is, "How do Chinese university teachers perceive their roles in promoting students’ autonomy?" The second research question is, "How do Chinese university students perceive their teachers’ role in promoting students’ autonomy?" The last research question is, "How differently do Chinese university teachers and students perceive the teachers’ role in promoting students’ autonomy?"The participants came from eight colleges in four provinces of China, including 600 non-English major students and 80 English teachers. The data were collected from multiple sources using a mixed method: questionnaire and semi-structured interview, and then the findings were analyzed using SPSS 23.0 and NVivo 12.0.The findings indicate that the teachers and students have different understandings of the teachers' role. However, they all agree that English teachers in college should have multiple roles in autonomous learning. The significant difference between the mean values of English teachers' roles from the students and teachers is shown in "the teacher as a technologist." Although this research has some limitations, it offers practical implications for foreign language teaching development. It is hoped that the study will pave the way for further studies, including the perceptions of students and teachers in different educational levels and other countries.