A Survey Study on English Learning Autonomy of Non-English Major students
DOI:
https://doi.org/10.54097/jd5n9n84Keywords:
Learner Autonomy; English learning autonomy; non-English major students; cultication of learner autonomy.Abstract
Since Holec first introduced the concept of “learner autonomy” in 1981, it has attracted widespread attention from scholars both domestically and internationally. College students, as the nation’s talents, should possess a certain level of English autonomous learning ability. This study aims to examine the current state of English autonomous learning among non-English major graduate students. The research was conducted with 97 non-English major college students as the subjects. Using a questionnaire by domestic scholar Lin Lilan as a tool, supplemented by semi-structured interviews, the study investigated the English autonomous learning situation of non-English major college students. It explored the autonomous learning situation of ethnic minority college students from three dimensions: self-management of learning ability, autonomous learning psychology, and autonomous learning behavior. The study analyzed the reasons for the lack of English autonomous learning ability among them and discussed how to cultivate the autonomous learning ability. The survey results are as follows: (1) The vast majority of ethnic minority college students have the awareness of autonomous learning and are willing to take responsibility for their own English learning. (2) Approximately sixty percent of non-English major college students have a certain level of self-management ability in learning, with clear English learning goals, the ability to make corresponding learning plans, and the capacity to conduct their own learning effectiveness assessments. (3) Most non-English major students do not demonstrate strong autonomy in their actual learning behavior, indicating a significant gap between their potential psychological tendencies and actual behavioral capabilities. Based on the above research, this paper proposes three suggestions for cultivating the autonomous learning ability of ethnic minority students: 1) Cultivate students’ English learning strategies; 2) Stimulate students’ learning motivation; 3) Actively create an autonomous learning environment.
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