The past few decades have witnessed a wide range of teaching approaches research in the field of second language teaching, which results in an increase in the attention to learners as a central agent in the learning process. The growing demands of developing life-long learning require learners to take charge of their own learning. Studies in the fields of psychology, sociology, applied linguistics and other related areas have facilitated our understanding of how language learning takes place. These developments have given birth to and aroused much interest in the study of Learner Autonomy. And metacognition is considered as the key process to the development of learner autonomy.This thesis firstly presents a critical review of the literature on learner autonomy and metacognition, and explores the inter-relationships between them, aiming to lay down the theoretical foundation for the following survey and discussion. After the literature review and a discussion of theoretical issues concerning the concept of learner autonomy, a small-scale study was carried out to investigate Chinese EFL learners’ metacognition in leaner autonomy among third-year English majors in a Chinese university. The study is composed of two parts, i.e. a questionnaire survey and a follow-up in-depth interview. The research findings indicate that most Chinese EFL learners are emotionally and fundamentally qualified for learner autonomy. In addition, they have had an excellent command of metacognitive knowledge about tasks and strategies except that they still hold some traditional Chinese educational beliefs, which are considered to inhibit learner autonomy. Apart from that, their demonstration of comparatively lower level of metacognitive strategy use and the slight variations between successful and unsuccessful learners as to their metacognitive strategic knowledge indicate that knowledge does not necessarily lead to action (Wenden, 1991). The variations between successful learners and unsuccessful learners mainly fall on their affective factors in learning, frequency of metacognitive strategy use and roles as learners in learner autonomy.Based on the major findings of the study, the thesis suggests that formal class instructions ought to involve metacognitive strategy training, which are central to learner autonomy. What is more, since "learner autonomy involves more than just promoting independence or strategy use" (Schmenk, 2005:114), EFL teachers should also attach importance to affective factors among learners, especially the unsuccessful learners and help them take new roles in learning when fostering learner autonomy. Meanwhile, teachers are challenged to help learners to reconcile traditional Chinese learning methods and modern language learning concepts—learner autonomy.This thesis also discusses pedagogical implications for EFL instructions in the Chinese context.