A Survey Of Autonomous Learning Ability Of Radio&TV University English Learners

For adults education is employment-oriented to adapt to the society. Learners are required to have ability. Autonomous learning is a good way to develop their life-long learning ability. However, there are some negative phenomena over which both language learners and language teachers feel disappointed and puzzled:most learners are passive learners, not enthusiastic about learning mostly with the purpose of passing the exams; they are strongly dependent on their teachers; they have insufficient knowledge about the aim of English teaching and they have different learning outcomes even in the same learning environment. In the recent years, the speedy development of web broadens the methodology of English teaching and learning. The web, boasting of many advantages, creates anexcellent learning environment, which provides technological methods for languagelearning.To make effective exploration, the paper first reviews the definitions and theoretical bases of learner autonomy, then analyzes the necessity of developing learner autonomy and explores some factors which have influence on learner autonomy, such as learner’s attitude towards learner autonomy, learner’s motivation, learning strategy and learning environment. Becaus they are of a great variety, either in their education background or English level. This study set out to examine the level of non-English majors autonomous English learning ability, to identify learners’ autonomous problems and to find out possible strategies to improve autonomous English learning ability. A questionnaire is then conducted among100non-English majors in Wuhai Radio&TV University. According to the research, the thesis attempts to explore the following questions:1) Can TV university learners make learning goals and plans.2) How are the students in this study motivated in English language learning?3) What do learners think of autonomous learning?4) Do the students self-monitor and self-assess their learning process?The adapted questionnaire is composed of35items on a five-point Likert Scale, which covers four areas:learning goals and plans, learners motivation, the learners attitudes to autonomous learning, monitoring the use of learning strategies; monitoring and evaluating the learning. The choice they made were transformed into frequencies, means and standard deviations-by SPSS19and all the results were presented in tables. Results from the study show that the overall degree of non-English majors’ autonomous English learning stays at low level. They are in lack of ability to sei practical learning goals, to earn (?)ut the plan, to create opportunities to practice English, to apply appropriat iearning strategies and to measure learning outcomes. The formation of such a situation is a complex matter. Among the factors affecting LA, learners attitude towards and motivation for LA, the traditional education system and testing system, learners’ lack of meta-cognitive knowledge and strategies. and teachers’ roles were found to be important. Just because of the influence of the above factors, most non-English majors turn out to be passive, dependent (?)nd loss autonomous in English learning Based on all the investigation and analyses, Firstly, teachers should get reasonably and efficiently involved in learners’autonomy. They should abandon their traditional roles and accept new ones such as facilitators and counselors0such as facilitators and counselors. Secondly, teachers should stimulate learners’intrinsic motivation for learner autonomy; they also take responsibility for systematic strategy training to raise learners’ strategy awareness and their competence of using all kinds of strategies.Meanwhile, they ought to encourage learners to take an active part in monitoring and assessing their own learning process, improving study methods and increasing the efficiency of learning.