A Study Of The Relationship Between Learner Autonomy And Academic Achievement Of English Majors In Jiaying University

Recently, the topic of learner autonomy has become an important theme in language research. The present study attempts to identify the capability of autonomous learning of the college students as well as to examine the relationship between learner autonomy and academic achievement.The subjects are undergraduates from the English department in Jiaying University. The instruments are a questionnaire and the academic achievements of Advance English Test. The questionnaire includes 30 items and three open questions. By using SPSS15.0, the collected data were computed and analyzed. Referring to the responses of the subjects, the study comes up with the following results:(1) The study has obtained a general picture of English majors' autonomous learning. Though the respondents hold positive attitude towards learner autonomy, the overall level of autonomous learning is not high, especially in the aspects of monitoring and self-evaluation in the metacognitive skills they use.(2) There are positive correlations between autonomous learning and academic achievement in learner attitude and motivation, goal-setting and planning, learning strategies, monitoring and self-evaluation.(3) There is significant difference between high-achievers and low-achievers in learner autonomy. No significant differences have been found between high-achievers and average-achievers, and average-achievers and low-achievers.(4) There is significant difference between high autonomous group and low autonomous group in academic achievement. There are no significant differences between high autonomous group and average autonomous group, and average autonomous group and low autonomous group.The study shows that there is high correlation between learner autonomy and academic achievement. To cultivate autonomous learning will be of great help in improving academic achivement.