A Study On English Autonomous Learning Of Senior High School Students

How to promote students autonomous learning,foster autonomous learning ability and improve learning efficiency are the difficult and hot issues in the field of English teaching.The key to solving the problems is to find out the main factors influencing autonomous learning behavior.Focusing on the key,the main purpose of the thesis is to explore the gender and grade difference,internal and external factors which affect English autonomous learning behavior through a survey in the senior high schools in Guiyang.Based on the previous researches at home and abroad,the thesis proposed a conceptual model explaining the factors affecting autonomous learning behavior.The model assumed that autonomous learning behavior was affected by internal personal factors such as autonomous learning awareness,strategies,motivation and self-efficacy and external environmental factors such as perceptions of teacher roles and network conditions in school.Autonomous learning knowledge and strategies composed the ability factors influencing autonomous learning behavior,and learning motivation and self-efficacy contributed willingness factors affecting autonomous learning.According to the model,the thesis designed a questionnaire which comprised seven scales of autonomous learning behavior,autonomous learning awareness,autonomous learning strategies,motivation,self-efficacy,perception of teacher roles and network conditions on the basis of adaptation and revision of the previous scales at home and abroad.510 students in the senior high schools from Guiyang city were investigated.The structures of the scales were analyzed through factor analysis and reliability and validity test with the data collected.The results analyzed with the data collected by correlation and regression statistical methods show that the two genders are deferent in inside classroom and intrinsic motivation and girls outperform boys in these two aspects.Grade difference of the variables by ANOVA statistical test can be observed that students in different grades have same autonomous learning behavior,willingness and ability.Autonomous learning strategies,learning motivation and self-efficacy have positive effect on autonomous learning behavior,and autonomous learning knowledge,teacher roles and network conditions have no direct effect on autonomous learning behavior.Among the direct factors,the most powerful factor affecting autonomous learning behavior is learning strategies,the second is learning motivation,and the least is self-efficacy.According to the empirical results,to improve students' autonomous learning behavior,on the one hand,the students' ability and willingness of autonomous learning should be fostered;on the other hand,teacher roles should be transformed from controllers to promoters and instructors,and network conditions should be improved.