Navigating learner autonomy in the digital age: Chinese college EFL students’ behaviour and challenges

The rapid advancement of information technology has significantly transformed college English education in China, particularly in promoting autonomous learning. This study explores the readiness and challenges of English as a Foreign Language (EFL) students in Fujian Province in practicing autonomous learning within a digital environment. The study aims to: (1) assess students’ overall readiness for learner autonomy, and (2) examine their learning behaviours and challenges related to digital technology use. Data were collected through questionnaires distributed to 450 college students. The questionnaire comprised 23 items categorised into four areas: readiness for autonomous learning, goal setting, method-use, and self-evaluation. Findings indicate that students displayed a moderate level of readiness for autonomous learning. While they showed motivation and a basic understanding of learning strategies, their self-evaluation skills were notably weak. In terms of goal setting, students were somewhat prepared to revise their study plans, but struggled to effectively achieve long-term English learning goals. Regarding method-use, participants demonstrated readiness to adjust strategies using digital tools, yet still lacked consistency in applying them effectively. For self-evaluation, students showed a willingness to utilise available online resources, but did not actively seek out opportunities to learn English beyond the classroom setting. The findings highlight the need for targeted support and digital literacy training to enhance learner autonomy among college EFL students in China’s digital age.