Autonomous English Learning in a Digital Age: Perspectives from Chinese College Educators in Fujian Province

Abstract

The rapid expansion of digital technologies has reshaped English language education in China, creating unprecedented opportunities for learners to assume greater control over their learning. This qualitative study investigates the perceptions of college educators in Fujian Province regarding the promotion of autonomous English learning in a digital age. Semi-structured interviews were conducted with nine participants, including three presidents, three deans of English department, and three English teachers from universities across the province. Thematic analysis identified three major themes: (1) teacher beliefs influence learner autonomy, (2) students’ reactions to autonomous learning, and (3) the curriculum and teaching environment encourage autonomy. Findings reveal that educators overwhelmingly endorse learner autonomy as a pedagogical goal and recognize that technology plays an essential role in scaffolding independence. However, challenges persist due to varying student motivation levels and institutional constraints. The study contributes insights into how educators in China’s regional universities interpret learner autonomy within digitally enriched contexts, highlighting implications for teacher training, curriculum design, and policy support.