A Study On Non-English Major Freshmen's English Learning Beliefs About Learner Autonomy

During the last few decades, there is an obvious shift from the teacher-centeredness onto the learner-centeredness. In this context, the Ministry of Education of P.R.C issued the latest version of the College English Curriculum Requirements in July 2007, demanding in black and white that the college students' learner autonomy in their learning of English be enhanced (p.1).However, language learners' autonomous learning behaviors might be backed up by learners' beliefs, and the beliefs the learners hold may either contribute to or impede the development of their potential of autonomy. Recognizing the necessity to estimate students' preparation for autonomous learning, the author designs a questionnaire investigation which explores 235 college freshmen's language learning beliefs about autonomy under the framework of metacognitive knowledge. The present research is implemented within a group of non-English majors in AIAI (Anhui Institute of Architecture & Industry). The results reveal that almost seventy to eighty percent of the respondents have confused or even contrary language learning beliefs: although the subjects are aware of the necessity to take charge of themselves' language learning and most of them highly endorse that the language learning achievements should rely on themselves' efforts, most of them cannot endorse the specific autonomous learning behaviors such as goal setting, decision making, language learning strategies selection, etc. This reveals that most of the subjects are lack of specific metacognitive strategies.Based on this survey, the author suggests teachers had better use approaches such as portfolios, group discussions and logs to assist students to modify the language learning beliefs to promote non-English major freshmen's English autonomous learning.