Research On The Relationships Among Three-year College Students’ English Learning Self-efficacy,Learning Strategies And Autonomous Learning

This research is based on the theories of Bandura,Oxford,etc,intending to explore the relationships among three-year college students’ English learning self-efficacy,learning strategies and autonomous learning.By discussing and analyzing the characteristics of three-year college students’ English learning self-efficacy,learning strategies and autonomous learning,this research aims to improve three-year college students’ English learning self-efficacy and learning strategies,thus enhance their autonomous learning ability.This research surveys and analyzes 81 three-year college students’ English learning self-efficacy,English learning strategy and autonomous learning in Zhixing College of Hubei University by questionnaires and interviews 12 of them.The research results are as follows:(1)three-year college students’ self-efficacy is at a medium to low level,and the English learning ability self-efficacy is slightly lower than English learning behavior self-efficacy;three-year college students’ English learning strategy is at a medium to low level with the lack of social strategy as the main reason;three-year college students’ English autonomous learning is at a medium to low level.(2)Independent-sample t test and One-Way ANOV shows that three-year college students’English learning ability self-efficacy has significant differences on "whether or not the only child at home",while has no significant differences on variables such as gender,students’sources and parents’ education levels;three-year college students’ English learning strategy has no significant differences on variables such as gender,whether or not the only child at home,students’ sources and parents’ education levels;three-year college students’ English autonomous learning has significant differences on "whether or not the only child at home",while has no significant differences on variables such as gender,students’ sources and parents’education levels.(3)There is a significant positive correlation between three-year college students’ English self-efficacy and English learning strategy;English learning ability self-efficacy is significantly and positively correlated with memory strategy,cognitive strategy,compensation strategy,affective strategy,meta-cognitive strategy and social strategy;English learning behavior self-efficacy is also significantly and positively correlated with memory strategy,cognitive strategy,compensation strategy,meta-cognitive strategy,affective strategy and social strategy.There is a significant positive correlation between three-year college students’English self-efficacy and autonomous learning;English learning ability self-efficacy is significantly and positively correlated with autonomous leaming;English learning behavior self-efficacy is also significantly and positively correlated with autonomous learning.There is a significant positive correlation between three-year college students’ English learning strategy and autonomous learming;memory strategy,cognitive strategy,compensation strategy,meta-cognitive strategy,affective strategy and social strategy have significant positive correlation with English autonomous learning.three-year college students’ English learning ability has predictive effect on learning strategy,English learning self-efficacy has predictive effect on autonomous learning,and affective strategy has predictive effect on autonomous learning.On this basis,some suggestions are put forward:(1)To improve the students’ English learning self-efficacy especially learning ability self-efficacy.(2)To improve the students’ability of learning strategies especially affective strategies and social strategies.(3)To cultivate students’ autonomous learning ability,especially the autonomous learning ability for the student who is the only child at home.