The paper explores the prospect of introducing learner autonomy into EFL teaching context in China. Starting with some definitions of autonomous learning, the paper argues for autonomy to te cultivated in EFL learners and explains how it can be developed an input-poor environment. Some concrete examples of various activities that teachers can design and organize to prepare students for more independence are presented too. The need for the integration of self-access learning with classroom teaching and the issue of assessments are addressed as well.
