A Survey Study Of English Autonomy Learning Among Senior High School Students

Autonomy learning is a modern learning method which is quite different from the traditional passive and receptive learning.The reform of the college entrance examination system and the implementation of the "double reduction" policy have continuously improved the requirements for senior high school students’ English autonomy learning ability.The new curriculum standard for senior high school(revised in 2017)and the core quality of disciplines provide important guidance for senior high school students’ English autonomy learning.However,the current situation of senior high school students’ English autonomy learning is not optimistic.How to effectively improve senior high school students’ English autonomy learning ability has become a concern of scholars at home and abroad.Experts and scholars at home and abroad have conducted many studies on autonomy learning,but there are few studies on the current situation and countermeasures of senior high school students’ English autonomy learning.Therefore,this study will continue to investigate the situation of senior high school students’ English autonomy learning,deeply analyze the factors affecting senior high school students’ English autonomy learning,strengthen the exploration of the problems existing in senior high school students’ English autonomy learning,and strive to obtain some enlightenment on how to cultivate senior high school students’ English autonomy learning ability.This study aims to answer the following questions:(1)What are the current situation and problems of senior high school students’ English autonomy learning?(2)What are senior high school students’ perceptions of English autonomy learning and what learning strategies they use?(3)What are the attitudes of senior high school English teachers towards developing senior high school students’ English autonomy learning and what teaching strategies do they use?Guided by Cognitivism theory,Humanism theory and constructivism theory,this study investigates and studies the current situation of English autonomy learning of senior high school students in school F in Funan County by means of questionnaire and interview.The whole research process lasted 16 weeks.The collected data were analyzed and described with the help of SPSS(27.0)and Excel.The whole research process adopted the combination of qualitative research and quantitative research.The results are as follows:(1)Senior high school students’ English autonomy learning is at an intermediate level,and their autonomy learning ability is not optimistic.(2)Senior high school students recognize English autonomy learning very much,but they lack specific autonomy learning strategies.(3)Teachers also recognize the development of English autonomy learning,but it is not implemented in specific teaching.(4)Senior high school students have improper motivation,weak consciousness,lacking learning methods and strategies,and poor self-regulation ability in autonomy learning.Aiming at the problems in senior high school students’ English autonomy learning,this study puts forward the following three suggestions:(1)Strengthen the cultivation of senior high school students’ English autonomy learning ability.(2)Improve teachers’ ability to carry out English autonomy learning.(3)The school has strengthened its efforts to promote English autonomy learning.In addition,this paper also points out the shortcomings of the research,and looks forward to the future research on how to cultivate senior high school students’ English autonomy learning ability.