An Investigation On English Autonomous Learning Ability Of The Students In Mongolian Senior Middle Schools In Tongliao

It is extremely important to cultivate the English autonomous learning ability of the students in Mongolian senior middle schools to achieve the goal of their lifelong development.For a long time,the research on English autonomous learning has mainly focused on the college students,little on the students in secondary schools and even less on the students in senior middle schools in the minority areas.Thus,the thesis takes the students in Mongolian senior middle schools in Tongliao in Inner Mongolia as the research objects to present the current status of their English autonomous learning ability and proposes the strategies to cultivate and improve their English autonomous learning ability.Not only does the thesis provide some reasonable and effective suggestions for improving the Mongolian senior middle school students’ English ability and their English autonomous learning,but also offers empirical evidence to the English education reform and the construction of the curriculum system in the Mongolian senior middle schools in Tongliao.Based on the relevant research and the theories of humanism and constructivism,the author has conducted an investigation into the English autonomous learning ability of the students in Mongolian senior middle schools.There are 568 students from 5 Mongolian senior middle schools taking part in the investigation.The schools in the investigation are Tongliao Mongolian Middle School,Tongliao Horqin Mongolian Middle School,Tongliao Jarud Banner No.1 Mongolian Middle School,Tongliao Ganjig No.1 MiddleSchool,and Tongliao Hure Banner No.1 Middle School.The software,SPSS 24.0,is used to process the data.15 students and 8 English teachers have been randomly selected for the interviews and discussions of the related issues.The author has developed a questionnaire mainly based on the autonomous learning scale designed by Pang Weiguo.The revised questionnaire covers seven dimensions in the English autonomous learning scale,such as learning motivation,learning contents,learning time,learning strategies,learning process,learning results and learning environment.Research findings show that the English autonomous learning ability of the respondents is at the intermediate level.Among the seven dimensions,the highest score is learning results,while learning environment shows the lowest.The students in Mongolian senior middle schools have the following problems in English autonomous learning.Firstly,although the motivation for English learning is obvious,the proportion of external motivation is large.Secondly,they can’t choose their learning contents,set learning goals or make learning plans on their own.Neither can they complete the learning plans nor achieve the goals.Thirdly,they generally lack the ability to properly use learning strategies in their English autonomous learning.Fourthly,their self-evaluation method is single and the self-monitoring ability is poor.Fifthly,they can’t make full use of learning resources to create a favorable autonomous learning environment.The causes of the problems are various.On case-by-case basis,the author believes that it is necessary to help the students enhance their autonomous learning awareness and improve their learning motivation,so that they can establish the clear learning goals and plans.The students should be armed with learning strategies and methods to improve their English autonomous learning.The teachers should guide the students to independently monitorand evaluate themselves during the learning process and cultivate the ability to use the existing learning resources to create a favorable autonomous learning environment.