A Study On The Efficiency Of Teacher Directed Outside Of Classroom English Autonomous Learning For Senior High School Students

This article is based on an empirical study on out-classroom English autonomous learning of senior high school students with the help of teachers. Autonomous learning provides learners a sense of ownership towards their study by stimulating students'motivation, which lays the basis of a lifelong education. Furthermore, various individual factors as well as different goals of learning authorize students to choose a way of learning which suits their needs best. The thesis explores the definition of autonomous learning from different dimensions, the impact of motivation in student's learning process and from which perspective can a teach stimulate learners'motivation, the effects of the application of learning strategies as well the classification of learning strategies and cognitive factors in learning process. The author designs a model to carry out teachers'role in out-classroom autonomous learning. The thesis also covers the status of English education in senior high school in China, and the subjective and objective conditions needed in autonomous learning. The methods applied here such as interview, questionnaire and"record of work"form are to get the information and data. The research questions are as the following:1. Teacher can facilitates the out-classroom autonomous learning with necessary instruction;2. Motivation and learning strategies are two important factors in autonomous learning. The former makes students want to learn, while the latter help students'learning efficiently.3."Record of work"form is a valuable method in reflection and self-assessment of the autonomous learning.Chapter six are about the implication of this case study to out-classroom English autonomous learning and its discoveries as below:1. The teacher's instruction in student's out-classroom autonomous learning becomes more important not less. Here the teacher not only help student's master the knowledge in the textbook, but also the knowledge beyond the textbook, such as learning strategies, how to take advantage of the cognitive factors in learning English, which will be constructive for building up students'ability of autonomous learning in the future.2. The students'who carry out out-classroom English autonomous learning should work on harder in communication and inter-personal skills.3. Periodical reflection and self-assessment is very helpful for autonomous learners.