An Investigation Into Students’ Autonomous English Learning In A Vocational School

The education in 21 st century emphasizes life-long learning and sustainable development. Many researchers, both at home and abroad, have conducted a lot of researches on learning autonomy. However, of those survey studies, few of them have focused on the non-English majors’ learning autonomy in vocational schools. Therefore, the present study intends to explore the general tendency in learning autonomy of non-English majors in a vocational school, and provide scientific feedback and recommendations for cultivation and promotion of learner autonomy of non-English majors.The participants in this study are 150 non-English majors, who are in the third semester in grade 2013 in Nanchang Vocational school. By asking the subjects to answer the questionnaire as well as participate in the interview, the study attempts to explore the general tendency in students’ English learning autonomy and differences in learning autonomy between male and female learners. It also aims at finding out the differences in learning autonomy between successful and less successful learners. The data analysis of the research is carried out by using SPSS 19.0, including descriptive analysis and independent samples t-test analysis.The statistical results show us that the overall degree of learning autonomy of non-English major students in Nanchang Institute of Technology is at a medium level. Specifically, they are not good at deciding learning objectives and making learning plans as well as evaluating and monitoring learning process. Secondly, from the data of mean value and standard deviation, we may get the conclusion female learners are more active and autonomous in English learning. However, there exist significant differences in learning autonomy between male and female learners in terms of understanding teaching goals and requirements, deciding learning objectives and making learning plans and monitoring the use of learning strategies. Thirdly, the differences of learning autonomy between successful learners and less successful learners are of statistical significance, especially in understanding teaching goals and requirements, deciding learning objectives, monitoring the use of learning strategies and monitoring and evaluation learning processBased on these findings in the survey, some implications for promoting Learning autonomy can be offered for the future study. Firstly, teachers and students should change their beliefs about English learning. Teachers should abandon their traditional roles and accept new ones. Secondly, teachers should cultivate and train students’ learning strategies, so that this can enhance the non-English majors’ ability of implementing and monitoring the learning strategy. Thirdly, teachers can promote students’ cooperative learning. Cooperative learning may benefit or even facilitate English autonomous learning. Moreover, teachers should provide learning strategies training tailored for non-English majors in a vocational school. Last but not least, teachers should also help learners set practical and meaningful goals.