A Survey On English Majors’ Competence Of Autonomous English Learning In A Teacher’s University

Ever since the early1980s, learner autonomy and promoting learner autonomyhave taken on a growing importance in the field of foreign language education. Manyresearchers, both at home and abroad, have conducted a large number of researches onLA. However, of those survey studies, few of them have focused on the Englishmajors’ learning autonomy in Teachers’ universities. Therefore, the present studyintends to explore the general tendency in learning autonomy (LA) of English majorsin a teachers’ university, and provide scientific feedback and recommendations forcultivation and promotion of LA of English majors.The participants in this study are150English majors, who are in the firstsemester in grade2008and2009in Jiangxi Normal University. By asking the subjectsto answer the questionnaire as well as participate in the interview, the thesis attemptsto explore the general tendency in students’ L2learning autonomy in this study anddifferences in learning autonomy between male and female learners. It also aims atfinding out the differences in learning autonomy between successful and lesssuccessful learners. The data analysis of the research is carried out by using SPSS17.0, including descriptive analysis and independent samples t-test analysis.The statistical results show us that the overall degree of LA of English majorstudents in Teachers’ university is at a medium level, which is not so satisfactory asexpected. Specifically, they are not good at deciding learning objectives and makinglearning plans as well as monitoring and evaluating learning process. Secondly, fromthe data of mean value and standard deviation, we may get the conclusion that femalelearners are more autonomous and active in English learning. However, there onlyexist significant differences in LA between male and female learners as far asunderstanding teaching goals and requirements are concerned. Thirdly, the differencesof LA between successful learners and less successful learners are of statisticalsignificance, especially in deciding learning objectives&making learning plans and implementing the learning strategies.Based on these findings in the survey, this thesis puts forward some implicationsfor promoting LA in the future. Firstly, teachers should abandon their traditional rolesand accept new ones such as facilitators and counselors. Secondly, studentsthemselves should pay attention to learner autonomy, and develop their autonomouslearning competence gradually. Thirdly, teachers should guide and encourage thestudents to join in cooperative learning so that they can learn from other learners.Moreover, teachers should provide learning strategies training tailored for Englishmajors in teachers’ university. Last but not least, teachers should also help learnerssetting practical and meaningful goals.