The Study Of Learner Autonomy In The Flipped Classroom Of College English

The application model of the college English flipped classroom normally includes three stages: “before class”, “during class” and “after class”. In these three stages, the learner autonomy plays a very important role in helping the flipped classroom go on wheels effectively.In this study, the learner autonomy is divided into three dimensions: cognitive autonomy, emotional autonomy and behavioral autonomy. The author uses the flipped classroom model in English class when teaching four classes of the non-English major sophomore in Jin Cheng College of NUAA, aiming to answer the four research questions through questionnaire survey and interview :1) At present, how is the learner autonomy in college English flipped classroom, and are there any problems?2) What are the main reasons for the learner autonomy problems of the college English flipped classroom?3) Is there a positive correlation between learner autonomy and teaching effectiveness of college English flipped classroom?4) How to improve the learner autonomy in college English flipped classroom?The study results are as follows:1) The learner autonomy of the subjects surveyed is evidently insufficient, and problems are as follows: As to cognitive autonomy, students have low awareness of planning and lack monitoring capacity, self-assessment and self-correction. As to emotional autonomy, students lack the learning motivation and the skills of expression and communication. As to behavioral autonomy, students have low frequency in using the learning strategies and have problems in arranging time properly.2) The main reasons lie in three aspects. In cognitive autonomy, students do not have a clear understanding of their own ability and largely depend on their teachers. In emotional autonomy, students tend to be easily affected by the environment, lack internal learning motivation and confidence. In behavioral autonomy, students possess low executive ability and weak awareness of time.3) The study analyzes the questionnaire results and students’ English scores combined with the interview, it is found that there is an obvious positive correlation between the learner autonomy and the students’ English scores.4) The ways to improve learner autonomy are as follows. From the prospective of the macro-environment, the society and schools should positively promote flipped classroom and deepen college English curriculum reform, etc. From the perspective of the micro-environment, students should get rid of the reliability on traditional classroom, and strengthen their awareness of autonomy. Teachers should pay much attention to the students’ psychological needs and promote the harmony among students. Teachers are also supposed to help students enhance their executive ability and cultivate good habits.The study serves as a new research perspective of flipped classroom, and promotes the relevant studies of learner autonomy in the college English flipped classroom. In addition, it has a positive impact on the improvement of learner autonomy in the college English flipped classroom.