Notice of RetractionLearner Autonomy in Self-access Language Learning - An Exploration of the Self-access Center in Wuhan University

Notice of Retraction

After careful and considered review of the content of this paper by a duly constituted expert committee, this paper has been found to be in violation of IEEE´s Publication Principles.

We hereby retract the content of this paper. Reasonable effort should be made to remove all past references to this paper.

The presenting author of this paper has the option to appeal this decision by contacting TPII@ieee.org.

This paper focuses on exploring the degree of non-English majors´ learner autonomy and factors influencing learner autonomy in self-access language learning center (SAC) in Wuhan University through a questionnaire and interviews. Findings from the quantitative and qualitative data indicate that the overall degree of learner autonomy among non-English majors in the SAC stays at an intermediate level. A number of factors account for such phenomenon. The important ones are learners´ motivation for learning English, attitudes towards self-access language learning and learning system, being lack of learning strategies especially metacognitive strategies and the problems existed in the management of the SAC. In accordance with the results, learning strategies training and improving the management of the SAC are effective ways to enhance learners´ autonomy in language learning.