A Study On Correlation Between Senior High School Students' Motivational Regulation Strategies And Learner Autonomy In English Learning

In English as foreign language learning and teaching field,motivation and learner autonomy has gained much attention from researchers from all over the world.On the one hand,motivation is considered as one of the most important factors influencing learners' foreign language learning.However,motivation is dynamic and changeable during learners,learning process so that learners have to regulate their motivation when they are confronted with obstacles or frustrations in learning process.That's how the motivational regulation strategies come into being and attract more and more attention from both psychological field and educational field.In addition,here comes another important concept:learner autonomy,and there is no doubt that learners have been the center of their own learning and they should be more responsible for their own foreign language learning.It also reminds foreign language teachers of returning the class back to students and focusing on training students'autonomous learning ability.Although the researches on motivation and learner autonomy have achieved great success both at home and abroad,the correlation between motivational regulation strategies and learner autonomy remains to be explored.Therefore,this study aims to explore senior high school students' current situation of motivational regulation strategies and learner autonomy in English learning as well as the correlation between motivational regulation strategies and learner autonomy.In this research,three researches questions are listed as following:(1)What is the current situation of motivational regulation strategies used by senior high school students in English learning?(2)What is the current situation of learner autonomy of senior high school students in English learning?(3)What is correlation between senior high school students' motivational regulation strategies and learner autonomy in English learning?The findings of this research are summarized as following:(1)Eight types of motivational regulation strategies reach a high level of frequency while self-efficacy strategy is the highest and self-reward strategy is the lowest.That is to say,senior high school students use motivational regulation strategies frequently and they use self-efficacy strategy the most frequently.(2)Senior high school students have a medium level of autonomous learning.Students shows a high level of ability in self-evaluation,a medium level of ability in learning motivation,learning strategies,self-monitoring and extracurricular resources.(3)There exists a strong correlation between senior high school students'motivational regulation strategies and learner autonomy in English learning.And the correlation between the two variables is positive,indicating that more frequently the participants use motivational regulation strategies,stronger their autonomous learning competence will relatively be.Interest enhancement strategy is related with learner autonomy the most and self-efficacy enhancement strategy is related with learner autonomy the least.According to results in the study,some pedagogical implications are proposed in this research.On the one hand,from the perspective of teachers,they should enhance students,awareness of adopting motivational regulation strategies in English learning process.In English learning process,the teacher plays an extremely important role as instructor and helper.Teachers should guide and train students to adopt different types of motivational regulation strategies.On the other hand,students are also responsible for their own learning since the center of learning is the student.Motivational regulation strategies are highly related with learner autonomy so that they can enhance their learner autonomy if they use various motivational regulation strategies.