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Autonomy in language learning is a relatively new field and research on learner autonomy started in 1970s. However, as the theory and practice of language teaching enters a new century, the importance of helping students become more autonomous in their learning has become one of its more prominent themes. Nowadays, autonomy is widely accepted as a desirable goal in education. A common theme in justifications for autonomy, especially in general education but also in language learning, is that autonomous learners become more highly motivated and that autonomy leads to better, more effective work. This paper is aimed to investigate the link between motivation and learner autonomy, especially how motivation and autonomy can mutually reinforce each other with the emphasis on how the development of learner autonomy through developing negotiated syllabus helps to motivate students in language learning. We trust when we shift the power of making decisions for their own learning through negotiations into students’ hands, they will become highly motivated and whole-heartedly involved and take on greater responsibility for their own learning

Motivating Chinese Students by Fostering Learner Autonomy in Language Learning