This study reports on a survey which investigated the learner autonomy of a group of non-English majors at Nanchang University, China. The aims of the study were to investigate students' attitudes towards learner autonomy and their autonomous practice both inside and outside the classroom and to examine levels of relationship among learner autonomy, metacognitive strategy use and English achievement. Based on the findings of the study, recommendations are made for promoting learner autonomy in future college English teaching and learning in China. It is hoped that they can provide some guidance for curriculum development, syllabus design and material revision as well as in-and-out of classroom practice regarding the promotion of learner autonomy in China's ELT context.
