A Study On The Relationship Among English Learning Motivation, Learner Autonomy And English Learning Achievements For Non-English Major Undergraduates

The present study attempts to explore the correlation between English learning motivation and English learner autonomy of non-English major undergraduates as well as the correlation between the two factors and English learning achievements. The study is with a combination of quantitative and qualitative research methods. The present study chose150non-English major undergraduates from Hubei University in Wuhan, and they are from different majors at different language proficiency levels. They entered Hubei University in2012. According to their scores in the English final exam last semester and the mock CET-4, students can be divided into two major groups:32students with high language proficiency and30students with low language proficiency. In the present study, the data collection methods are questionnaires, interview and the English final exam scores and the mock CET-4scores. The instrument for investigating language learning motivation is the questionnaire designed by Gao Yihong and her colleagues in2003. Another instrument for investigating learner autonomy is based on Xu et al.(2004) questionnaire of English learning autonomy in the English teaching context in China. The third instrument is interview. The subjects participating in the interview are chosen from the150subjects. There are altogether6subjects. The interview outline is designed by the author in accordance with relevant theory and research as well as the research questions of the present study. The fourth instrument is the English score of the subjects. The English score consists of50%of their scores in the English final exam last semester and50%of their scores in the mock CET-4. The research questions are as follows:(1) what is the status quo of learning motivation and learner autonomy of non-English major undergraduates? Are there any differences of these two factors between high proficiency group subjects and low proficiency group subjects? If there are, what are the differences?(2) Is there correlation between learning motivation and learner autonomy for non-English major undergraduates? If there is, what is the correlation?(3) Is there correlation between learner’s English learning achievements and learning motivation? Is there correlation between learner’s English learning achievements and learner autonomy for non-English major undergraduates? If there is, what is the correlation respectively?(4) What is the relationship among learning motivation, learner autonomy and English learning achievements for non-English major undergraduates?Major findings of the present study:(1) generally speaking, non-English major undergraduates have high English learning motivation and high level learner autonomy.(2) There are differences between high proficiency group subjects and low proficiency group subjects in English learning motivation:high proficiency group subjects score higher than low proficiency group subjects in intrinsic interest motivation, going abroad motivation, social responsibility motivation, individual development motivation, and information media motivation; while low proficiency group subjects score higher than high proficiency group subjects in immediate achievement motivation and learning situation motivation.(3) There are differences between high proficiency group subjects and low proficiency group subjects in learner autonomy:high proficiency group subjects score higher than low proficiency group subjects in learner autonomy.(4) There is correlation between English learning motivation and learner autonomy:there exists strong correlation between intrinsic interest motivation and learner autonomy; going abroad motivation, social responsibility motivation, individual development motivation and information media motivation have weak correlation with learner autonomy respectively; immediate achievement motivation and learning situation motivation have relatively weak correlation with learner autonomy respectively.(5) There exists weak correlation between English score and intrinsic interest motivation, immediate achievement motivation and individual development motivation respectively; there exists relatively weak correlation between English score and going abroad motivation; English score has no correlation with learning situation motivation, social responsibility motivation and information media motivation respectively.(6) English score has relatively weak correlation with learner autonomy.(7) English learning motivation has an influence on learners’learner autonomy for non-English major undergraduates, in turn, learner autonomy affect learners’ learning motivation. Learning motivation and learner autonomy has an effect on English learning achievements respectively. According to the results, some suggestions are put forward for college English teaching. The present study will have important guidance and practical significance to the teaching concepts, ideas and teaching methods of College English Courses.