The Impact Of The Construction Of Reading Portfolio On Promoting The Autonomy In After-School Reading Of EFL Learners In Junior High School In Anyang

Learner Autonomy has gradually become an important subject in the education study field all over the world since 1980s when it was put forward. Recent two decades have seen many researches and articles on fostering learner autonomy. According to Gao Jili (2005), relevant researches in China mainly focus on the mixture of students or college students in recent years and studies on the colony of junior high school students are few. And there are more theoretical studies and fewer empirical studies. What is more, most studies are in-class.This article starts with reading portfolio and aims at exploring the effectiveness of the improvement of establishing reading portfolio to learner autonomy. The writer first reviews the literature and research achievements of learner autonomy, after-school reading and reading portfolio to discuss the close relation between the three to path a theatrical base for the following discussion. On the basis of literature and questionnaires, the writer proposes the learning model of after-school reading by establishing reading portfolio, in the purpose of fostering learner autonomy and improving English reading. The model contains four phases: a) preparation: arousing learner's awareness; b) need analysis; c) constructing reading portfolio; and d) using reading portfolio: using it to help student plan, monitor, assess, reflect and enforce learner autonomy. The study was designed as experimental research and used four junior one classes in Anyang as subject of the study, two as experimental and two as control, Questionnaire using Likert-scale, interviews, reading portfolio and reading tests were combined in the study. All the results mutual corroborated: the students who established reading portfolio obviously had a higher degree of learner autonomy and increased in reading achievements largely. Although the experiment's size was small and period was short, the study still shows establishing reading portfolio is effective as related to the improvement of learner autonomy and reading achievements. The article gives some suggestions to autonomous after-school reading, reading portfolio and teacher' instruction according to the results of study and provides some advice for future researches.This paper is divided into five chapters. Chapter 1 is the introduction which states the research background, the current situation of after-school reading in junior high school, the requirements on reading in New Curriculum Standard and the purpose and questions of the study. Chapter 2 reviews the literature on Learner Autonomy, after-school reading and reading portfolio, and the relation of the three. Chapter 3 is about the research design, including subjects, instruments, and procedures. Chapter 4 demonstrates the data from the questionnaire, interview questions, reading portfolio and reading tests and discusses the findings. Chapter 5 is the last chapter which expounds the conclusions and implications.