摘要英語自主學習自提出以來一直為各方學者所關注，同時他們也認識到學生是學習的中心因而學習應由學生來完成。但從已有的研究來看，研究內(nèi)容主要是從教育者的角度去探討大學生英語自主學習意識及能力，較少關注英語學習的主體—學生。鑒于此，本文試從學生的角度出發(fā)，對207名非英語專業(yè)一、二年級學生進行調(diào)查，探討該群體大學生的英語自主學習意識及能力狀況，與此同時結合非英語專業(yè)大學生在學習英語上的特點，進而分析英語自主學習能力在專業(yè)、年級和性別上是否存在差異的問題，從而幫助研究者更好地了解非英語專業(yè)大學生的英語自主學習意識現(xiàn)狀，為培養(yǎng)非英語專業(yè)大學生的英語自主學習能力提供一定的依據(jù)和參考。關鍵詞：英語自主學習;非英語專業(yè)大學生；意識；能力；差異Contents云南民族大學畢業(yè)論文(設計)原創(chuàng)性聲明 iAcknowledgements iiAbstract iii摘要 ivI.Introduction 1II.LiteratureReview 22.1OverseasStudiesofDefinitionofAutonomousLearning 22.2DomesticStudiesofDefinitionofAutonomousLearning 22.3OverseasStudiesofPrimaryComponentsofAutonomousLearning 32.4DomesticStudiesofPrimaryComponentsofAutonomousLearning 32.5StudiesonAutonomyinLearningForeignLanguageAbroad 42.6StudiesonAutonomyinLearningEnglishatHome 4III.ResearchMethod 63.1Respondents 63.2Instrument 63.3DataCollection 7IV.DataAnalysisandDiscussion 84.1DataAnalysis 84.2Discussion 84.2.1EnglishAutonomousLearningAwareness ………………...94.2.2LearningContents 104.2.3LearningObjectives 114.2.4LearningStrategies 124.2.5MonitorsoftheStrategies 134.2.6LearningEvaluations 134.2.7LearningEnvironment 14V.ResearchFindings 16VI.Conclusion 21References 23Appendix 24IntroductionWithautonomouslearningbecomingasignificantresearchtopic,ithasbeenacknowledgedbyresearchersbothathomeandabroadthatstudentsarekernelsinlearningandtheythemselvesmusttakethemainresponsibilitiesfortheirlearning.Accordinglywiththein-depthreformanddevelopmentofhighereducation,EnglishautonomouslearningbecomingahotissuethatresearchersinChinacometorealizethenecessityandurgencyofcultivatingEnglishautonomouslearningawarenessandcompetenceofstudents.Butunfortunately,foronepart,theexistingresearchesmainlyworkfromthedefinition,meaning,importanceandsomeotheraspectsofautonomouslearning;foranother,onlyaminorityofresearchershasgivenconsiderationtobothautonomouslearningawarenessandcompetence.Whatismore,notmanyempiricalresearcheshavebeendoneforstudents,especiallyforthecollegestudents.Aboveall,fewresearchershavetakenthesubjectsoflearning—studentsasthebreakthroughpoint.Accordinglythepresentstudytriestobeginwiththeperspectiveofstudentsandtoexplorewhethernon-EnglishmajorfreshmenandsophomoreshaveautonomouslearningawarenessandcompetenceinstudyingEnglish,thentofindoutifthereareanyconnectionswithmajors,gradesandgendersonEnglishautonomouslearningcompetence.Moreover,thepresentstudyaimstotakeadvantageofthisopportunitytoofferreasonableandrealisticexplanationsforthefindingsfromtheperspectiveofstudents.Byconductingdesignedquestionnairesandanalyzingthemingreatdetail,thefindingsindicatethatmostnon-EnglishmajorfreshmenandsophomoreshavebasicideastolearnEnglishautonomously;butontheotherhand,theyhavefeebleabilitiestoimplementitintotheirlearning,particularlyinthepracticesoflearningcontents,objectives,evaluationsandenvironment.Atthesametime,thereexistsomedifferencesofEnglishautonomouslearningcompetenceingradesandgendersexceptformajors.LiteratureReviewResearchersbothathomeandabroadhaveinquiredintoautonomouslearningofstudentsthroughmulti-anglesandgainedprosperousachievements,particularlyinrecentdecades.Thechapterismadeupoftwoparts:firstly,theauthorofthepresentstudywillreviewbrieflythedefinitionandprimarycomponentsofautonomouslearning;andthenwillreviewforeignlanguageautonomouslearningbysomeresearchersfromvariousstandpoints.OverseasStudiesofDefinitionofAutonomousLearningAlthoughinternationalresearchesonthistheoryhavebeendonealotandcontinuedforalongtime,therehasbeennounifiedandunambiguousdefinition.Sofarasisknown,eventhetermsarevarioussuchas“activelearning”,“self-plannedlearning”,“autonomouslearning”,“self-instruction”,“self-monitoredlearning”,“self-managedlearning”,“self-directedlearning”,“self-regulatedlearning”,and“self-education”.Sincetheabovetermsexceptfor“autonomouslearning”hasbeendefinedfromaspecificstandpointofstudying,hencethepresentpaperacceptstheexplanationof“autonomouslearning”notonlyfortheformerreasonbutfor“autonomous”emphasizesmoreonindependenceofstudentsandabilitythatstudentsmustgraspregardlessofknowledgeorskills.LearnerautonomywasfirstproposedbyHenriHolec(1981)whodefinedthetermasitiscertainlyanabilityofstudentstomanagetheirownlearning,i.e.,tocontrolhis/herlearning.AccordingtoLittlewood(1996)autonomouslearningmeansthatstudentsthemselvescanmakeandcarryoutthedecisionswhichdominatetheiractionsindependently.Thatistosay,studentshavetherightstocontrolanddecidewhattolearnandhowtolearn.ForZimmerman(2002),autonomouslearningreferstostudentswhoturntheirmentalabilitiesintoacademicskillsinaself-directiveway.DomesticStudiesofDefinitionofAutonomousLearningResearcherslikeYuandPeng(Yu2001;Peng2002)holdthesameopinionthatstudentswhotakechargeoftheirownlearningcanbeseenasautonomouslearning,i.e.itemphasizesindependentlearningcompetencesofstudents.Pang(2003:4)givesafullandsystematicalexplanationtoallmajorproblemswhichareconcernedwithautonomouslearning.Heurgestodefinethetermfromhorizontalandverticalaspects.HuaWeifen(2003)expressesherpointofviewonherreportthatthecoreofautonomouslearningisthatteachersonlyfunctionasfacilitatorsandpromotersinsteadofbellwethersandcontrollersintheprocessofstudents’learning.Definitionsaboveareconcernedwith“ability”,“decision”,“independence”,and“role”.Inconclusion,autonomouslearningrequiresthestudentstoprepareforitwithconscientiousnessandwillingness,i.e.theythemselvesmustbeawareofwhattolearnandhowtolearnactivelyandvoluntarily.OverseasStudiesofPrimaryComponentsofAutonomousLearningDifferentresearchershavemadedifferentconclusionsaboutthecomponentsofautonomouslearning.ForHolec(1981:3),autonomouslearningrequiresstudents:(1)toensuretheobjectives;(2)todefinethematerialsandprogressions;(3)tochoosemethodsandtechniquesthatarefeasible;(4)tomonitortheprocedureofacquisitionappropriately;(5)toevaluatewhathasbeenobtained.BensonandLor(1997:8)mentionedontheirmonographthatifstudentscouldstudyautonomously,he/sheisabletoregulatehis/herownlearning,includingthecontroloflearningenvironment,learningcontents,approaches,objectivesandawareness.Littlewood(1996:428)holdsthatabilityandwillingnessarevitalelementsforstudentstostudyautonomously.Moreover,twokeyfactorscanrefinethemselvesintotwosubsections:abilityofknowledgeandskills;motivationandconfidenceinwillingness.Theyareindispensableinautonomouslearning.DomesticStudiesofPrimaryComponentsofAutonomousLearningPeng(2002)deemsthatautonomouslearningofstudentsiscomposedoffiveparts:(1)toownlearningresponsibility;(2)toestablishclearlearningobjectives;(3)tomakelearningplanforthemselves;(4)toappraiseprogressinlearning;(5)toregulatelearningstrategies.Pang(2003:4)insistedthatdefinitionofautonomouslearningshouldcomefrombothlateralandverticaldimensions.Fromthelateraldimension,itdefinesautonomouslearningfromeveryaspectoflearning,includingmotivation,strategy,time,environment,andevaluationoflearning.Fromtheverticaldimension,itmeanstoexplaintheessenceofautonomouslearningaccordingtothewholeprocessoflearning,includingobjectives,plans,andpreparationsforregulating,monitoring,assessing,andsummarizinginlearning.BygivingadefinitionaccordingtonationalconditionsofChina,scholars(Xu,etal,2004)definethecomponentsofautonomouslearningas:(1)tounderstandteachingobjectiveandrequirementofteacher;(2)toestablishlearningobjectivesandmakelearningplans;(3)toutilizelearningstrategieseffectively;(4)tomonitortheapplicationoflearningstrategies;(5)toevaluatetheprocessoflearning.Giventheabove,Englishautonomouslearningcanbeconcludedfromtheperspectiveofstudentsas:(1)studentsvoluntarilyandforwardlyselectthelearningcontents;(2)tosetupconcretelearningobjectives;(3)tochooseandregulatetheirstrategiesinlearningEnglishconsciously;(4)tomonitorthelearningactivitiesoftheirowninaplannedway;(5)toevaluatetheEnglishlearningoutcomesobjectivelyandtimely;(6)andtoconstructasuitableandhelpfulenvironment(bothphysicalandpsychological)forlearningEnglish.StudiesonAutonomyinLearningForeignLanguageAbroadLittlewood(1999)explainstheconceptofautonomyinlearningforeignlanguagethatitisanincontestableobjectiveforstudentsasstressingtheirlearningabilities,andthenproposesaframeworkwhichwouldbeapplicableforstudentsfromdifferentcontexts.Meanwhile,hepointsoutthattodevelopforeignlanguageautonomouslearningcompetencewasnotequaltoestablishstereotypicteachingmethodsforEastAsiancontexts.HusseinandHaron(2012)madearesearchonautonomouslearningintheArabiclanguageof179Arabiclanguagelearnersandconcludedthatgenerallythesestudentscandominatetheirownlearningbutwhenitcomestoself-productiveactivitiesliketranslation,writingandcommunicationtheyfeelhindered.Ivanovska(2015)triestoverifyforeignlanguageautonomouslearningundertheall-roundandcontroversialbackgroundthatculturalcontextisakeyfactorforlearnersfromdifferentcontexts,andtherolesbetweenstudentsandteachersshouldneverbechangedinlearningforeignlanguageautonomously.StudiesonAutonomyinLearningEnglishatHomeByintroducingself-accesscenterssetupinmanyuniversitiesofwesterncountries,Hua(2001)deemsthatstudentsarethebestrespondentsofknowledgetheyhaveobtainedduringautonomouslearningandanalyzersoftheirownlearningneeds.Henceshefinallyexplainsthenecessityandrelatedconcernsaboutconstructingself-accesscentersinourcountry.Byconductingquestionnairesonautonomouslearningawarenessbetweenstudentsfromeastandwestcountries,QiHongbo(2004)isdesiroustofindoutthattherearenosignificantdifferencesinautonomouslearningawarenessamongthesestudents.Then,heconcludesthatonlybylearningconsciouslyandforwardlycanstudentsgraspforeignlanguages.Inamacroscopicperspective,studiesonautonomouslearningawarenessandcompetenceofstudentshavematuredandexpandedbothathomeandabroad.Whileextrusivepresentationofstudiesabroadaboutthetheoryislackofacompatibledefinition;domesticstudiesshowatrendofintroducinginternationaltheoriesbutareveryshortofthebaseoflearningpsychology(e.g.,Pang,2003:22).Whileamicrocosmicperspective,ontheotherhand,alsorevealsthatfewempiricalresearcheshavebeendonetobothEnglishautonomouslearningawarenessandcompetence,orevenmakedifferencesofnon-Englishmajors’Englishautonomouslearningcompetencesfrommajors,gradesandgenders,andhardlyanystudieshavebeentakenonstudents—thecruxoflearningaskeypoint.ResearchMethodRespondentsTherespondentsinthepresentstudyarenon-EnglishmajorfreshmenandsophomoresinYunnanMinzuUniversity.Thesestudentscomefromdifferentmajors(artsandscience),grades,andgenders.PriortothebeginningofEnglishcourses,questionnairesweredeliveredtothem.Totally207students(freshmen:107;sophomores:100)areinvolvedinthequestionnaire.Reasonsforchoosingthosegroupsofstudentsandthetimetoconductthequestionnaireareasfollows:Firstly,non-EnglishmajorundergraduatestudentsmusttakeEnglishcourseinthefirstandsecondyearduringthefouryearsofcollege,anditisacriticalphaseforthemtobuildafoundationforlearningEnglish.Secondly,freshmencannottakeCET4(CollegeEnglishTestBrand4)inYunnanMinzuUniversityandsophomoresarefreetotaketheexam,soitisnecessaryandvaluabletoknowtheirautonomiesinlearningEnglish.Furthermore,performingquestionnaireinvestigationwhiletheyhaveEnglishcourseshelpstogetamorepreciseandconcentrativedatathatarerequiredbythepresentstudy.InstrumentQuantitativeanalysisispracticedinthepresentpaper.Generallyspeaking,quantitativeanalysisreferstoananalysisofdatacollectedafterrespondentstakeacertainnumberofdesignedquestionsthatareneeded,i.e.questionnairesurvey.ThetheoreticalbasisofthepresentstudyisdefinitionandfivecharacteristicsofforeignlanguageautonomouslearninggivenbyHolec(1981).Meanwhile,thepresentstudyadoptsquestionnairesbyLiuXiaowu(2012)andNingTong(2015),whichwereconsideredspecificcomponentsrelatingtoautonomouslearning.ThecurrentstudyaimstomakeclearEnglishautonomouslearningawarenessandcompetenceofnon-Englishmajorfreshmenandsophomoresfromtheperspectiveofstudents,sothequestionnaireiscomposedoftwodimensions:Englishautonomouslearningawarenessandcompetence;additionally,Englishautonomouslearningcompetenceconsistsofsixsections:learningcontents,learningobjectives,learningstrategies,monitorsofthestrategies,learningevaluationsandlearningenvironment.Therearealtogether23questions,adoptingLikert’sfivedimensionscales.Optionsrangefrom“entirelycorrespondentwithme”(E),“basicallycorrespondentwithme”(D),“somewhatcorrespondentwithme”(C),“basicallydifferentfromme”(B),and“totallydifferentfromme”(A).Amongthem,Q1to7aredesignedtodiscussEnglishautonomouslearningawarenessofthesestudents;forEnglishautonomouslearningcompetence,Q8to10areforlearningcontents;Q11to13forlearningobjectives;Q14to16forlearningstrategies;Q17to19formonitorsofthestrategies;Q20to21forlearningevaluationsandQ22toQ23forlearningenvironment(SeeAppendix).DataCollectionThequestionnaireswerehandedoutandcollectedbytheresearcherandtwoofherfriendswhoarenon-EnglishmajorfreshmanandsophomoreinYunnanMinzuUniversity.TheydistributedthequestionnairesbeforethesegroupsofstudentstookEnglishclasses.Thestudentswererequiredtofinishthequestionnairesbeforetheclassesbeganandhandinafterclasses.Atotalnumberof220studentsparticipatedinandcompletedthequestionnaires,atthesametime207effectivequestionnairesweretakenbackwithvalidcallbackrateof93.71%.Thegeneralinformationofvalidquestionnairesisshownasfollows(Seetable1).Table1.BasicdistributionoftestedrespondentsFreshmenSophomoresArts(major)Science(major)MaleFemaleNumber1071001297884123Proportion/%524862414159DataAnalysisandDiscussionDataAnalysisAlltheitemshadbeenreasonablyquantifiedbeforeanalyzed,i.e.scoreswereA=1,B=2,C=3,D=4,E=5.Accordingtothereturnedeffectivequestionnaires,eachanswerchosenbyeverystudenthadbeenclassifiedandtestedrepeatedlytoensurethereliabilityandvalidityofthefollowingfigures.Beforetheanalysisofdetailedinformation,thedistributionfeaturesofeachitemchosenbythestudentsaredemonstratedatfirst(Detaileddatacanbeseenintable2).Table2.DistributionfeaturesofeachitemABCDEQ19132510951Q2791611065Q3642210669Q469287589Q52440675224Q6719259660Q73237655716Q82043686610Q91939588110Q10385170435Q11204563763Q12134171766Q132848585617Q141344736413Q151323639117Q16922528044181031797314Q191536637815Q202034717111Q21173670768Q222228508621Q232253705062DiscussionThispartisdividedintosevensubsections.Forthefirstpart,dataabouttheirEnglishautonomouslearningawarenesswillbeanalyzed.EnglishAutonomousLearningAwarenessFromthedatashownbelow,itcanbeconcludedthatmostnon-EnglishmajorfreshmenandsophomoreshavetheawarenesstostudyEnglishautonomously.WhenitcomestoquestionslikeQ1“IthinkthemainresponsibilityoflearningEnglishwellisdependingonstudents.”Q2“IthinkwecannotlearnEnglishwellonlybytextbook.”andQ3“ItisimportantforstudentstodeveloplearningtargetsthatareapplicableforthemtostudyEnglishwell.”Morethan50%(52.7%/53.2%/51.2%)ofthestudentschoosetheoption“basicallycorrespondentwithme”.About43.1%(Q4)ofthemagreethat“ItissignificanttochooseeffectivelearningmethodstolearnEnglishwell.”also32.3%(Q5)ofthemdeemthatrethinkingtheirlearningstrategiesisbeneficialtostudyEnglish.Andfor46.4%ofthembasicallyagreeand29%(Q6)fullyagreedthat“ToevaluatemyownEnglishlearningprocessobjectivelyisacrucialsteptostudyEnglish.”O(jiān)ntheotherside,however,though27.5%(Q7)ofthemcanstudyandpracticeEnglishunderanyenvironments,therearestill31.4%ofthemcannotlearnandpracticeEnglishoutsideschool.Thisshouldnotbeasurpriseformostofthenon-EnglishmajorcollegestudentsinChinabecausetheyonlyhaveEnglishclassestwiceaweekincludingthelisteningandspeakingcourseandthereadingandwritingcourse.ThelimitationofclassroomtimehindersthemfrompracticingEnglishmorebravelyandconfidentlywhentheyareoffcampusinaway(Seetable3).Table3.Englishautonomouslearningawarenessofnon-EnglishmajorsQuestionNo.Options/%ABCDEMeanValue(5=high,3=median,1=low)14.36.312.152.724.63.87532.91.910.7042.94.413.42511.719.332.3646.4293.88715.517.931.44Forthefollowingtables,sixbranchesofEnglishautonomouslearningcompetencewillbedescribedanddiscussedonebyone.LearningContentsLearningcontentsarecriticalforstudyingEnglish.TheformsarevariedwiththeroaringoftheInternet,andinformationatthefingertipscanbecaughtanywhere.HenceEnglishlanguagelearnerscanalsosearchfortheinformationtheywantaboutwesterncountriesthroughtheircomputersormobilephones.AndEnglishlearningmaterialsinthepresentstudylikeEnglishnewspapers,magazinesornovelsarenotonlypaperbooksbutmoreE-booksandsomeotherelectronicmaterialsthatareavailableontheInternet.Accordingtothedatagivenbelow,students’attitudesaremiscellaneoustowarddecisionmakingandchoosingofEnglishlearningcontents.Whenaskediftheycan“previewthetextinadvanceactively,reviewandconsolidatethelearningcontentsafterclassandsummarizethekeypoints”,32.8%saidtheywouldonlydoitoccasionally;20.7%thoughttheywouldrarelydoitandonly32%ofthemagreedthatitwasconsistentwiththeirEnglishlearningsituations.Asforpreparationsofnewtexts,itispleasanttohearthat39.1%ofthemcouldaccesstothebackgroundinformationandglossariesofthenewtextasteachersrequired/notrequired,and28%ofthemsaidtheywouldonlydoitasteachersexactlydemandthemto.Butatthesametime,itwasalsofoundthatthesestudentsappearedtobenegativewhenaskediftheyreadEnglishnewspapers,magazinesornovelsoutofclass.Only2.4%ofthestudentsareexpressedfirmlythattheywouldenrichtheirEnglishknowledgefromotherwaysapartfromtextbooks.Rightatthispoint,thepresentstudyconcludesthatthefirstcomponentofstudyingEnglishautonomouslyrequiresstudentstoselectEnglishlearningcontentsvoluntarilyandforwardly,whilemorethanhalfofthem(C:33.8%;B:24.6%;A:18.4%)failtocommittoit(Detailsseenintable4).Table4.LearningcontentsQuestionNo.Options/%ABCDEMeanValue(5=high,3=median,1=low)89.720.732.8324.83.0199.318.82821018.424.633.84LearningObjectivesForEnglishlearningobjectives,itseemsthatstudentsaresolearningplan-blindthatthefindingsarequiteunexpected.Only1.4%ofthestudentscanestablishtheirownEnglishlearninggoalsaccordingtotheirlearningstatus;36.7%chose“basicallycorrespondentwithme”and30.4%chose“somewhatcorrespondentwithme”.Henceitisclearthatthesestudentshavenoverywell-formedgoalsorconcernsaboutlearningEnglish.Obviouslyitisdifficultforthemtorestructuretheirlearningplansinthelightoftheactuallearningsituationasonly2.9%chose“entirelycorrespondentwithme”,while36.7%chose“D”and34.3%chose“C”.Finallyitdidn’tcomeasashocktolearnthatmostofthemhadnoclearEnglishlearningplansexceptforthehomeworkassignedbyteachers.ThefindingssuggestthatmostofthemhavenoclearEnglishlearningobjectives,andtheymayholdonasensethat“l(fā)etthingsgoforthesakeoftheexam”insteadofmakinganapplicableEnglishstudyplanandconductingtheplansoastofindoutwheretheirprogressesanddefectsare(Detailsintable5).Table5.LearningobjectivesQuestionNo.Options/%ABCDEMeanValue(5=high,3=median,1=low)119.821.730.49126.319.834.301313.623.228278.22.93LearningStrategiesEnglishlearningstrategiesofstudentsinthepresentstudyincludemakingconclusionsandsystematizingwhattheyhavelearned,regulatingexistingstrategiesiftheydonotworkwellandsolvingproblemswhendoingEnglishhomeworkindependently.Theresultsshowthatgenerallythesestudentscansummarizeandsystemizetheknowledgetheyhaveacquired,whichisconducivetothestudyofnewknowledge(30.8%),butstudentsfailingtodosotakeupafairlybigpart(35.3%forchose“C”;21.3%forchose“B”).Thegoodnewsis,whenamethodcannotmeettheirneedsforlearning,mostofthemcanuseotherlearningmethodstoadjust(44%).Thereality,however,isthatwhentheywereaskediftheywouldusetheInternetorotherchannelstofindtheanswerswhentheycouldnotfinishtheirEnglishhomework,about38.6%ofthemchose“basicallycorrespondentwithme”.Briefly,althoughmostofthesestudentscanapplylearningstrategiesintotheirEnglishlearningtosomeextent,thereappearsaninclinationtomatchtherequirementandassignmentfromteachers.Therefore,theyaresometimesperfunctorytosomehomeworkwhichneedstobedoneontheInternetorthattheywillgoonlineiftheworktakesalotoftime(Detailsintable6).Table6.LearningstrategiesQuestionNo.Options/%ABCDEMeanValue(5=high,3=median,1=low)146.321.335.30156.311.130.4448.23.37164.410.625.138.621.33.62MonitorsoftheStrategiesInanutshell,monitorsofthestrategiesrequirethestudentstocontroltheprocessoftheirownlearningdesignedly.Itisalsoapivotalstepoflearning,butnearly43%ofthemcannotmonitortheirlearningstrategiesconsciouslyanduseotherlearningstrategieswhentheformeronefailed.Meanwhile,evenif37.7%ofthestudentscanclearlyunderstandwheretheirweaknessesoflearningEnglishare,38.2%ofthemdonothavedifferentlearningstrategiesforEnglishAudio-VisualCourseandReadingandWritingCourse.ItisaweakpartforstudentsastheyareusedtoexcessivelyrelyingontheirEnglishteachersfromprimaryschool,i.e.beforeattendingcollege,alltheprocessesoflearningEnglishareguidedandcontrolledbytheirteachers.TeacherswillfindoutdifficultiesandobstructionsduringlearningEnglishandtrytohelpthestudentstosolveandovercometheseproblems.Althoughtheyneedtosolveallthesetroublesbythemselvesafterenrollingthecollege,theymayfindthatthereisnothingtofollow(Detailsintable7).Table7.MonitorsofthelearningstrategiesQuestionNo.Options/%ABCDEMeanValue(5=high,3=median,1=low)173.312.1304311.63.47184.7153.24197.317.430.40LearningEvaluationsLearningevaluationsrequirethestudentstojudgetheirEnglishlearningoutcomesobjectivelyandtimely.Studentsmayfeelatalossonhowtoevaluatewhattheyhaveobtainedbecausetherewaslittleattentionpaidonstudents’learningevaluations:mostjudgementsarefromteachersforquitesometime.Here34.3%ofthestudentsagreethattheycantestandevaluatewhattheyhaveacquired;similarly34.3%ofthemarenotsureiftheycandoitwell.WhenaskediftheycanevaluatetheirprogressesandshortcomingsobjectivelyinlearningEnglish,36.7%ofthemsayyeswhile33.8%areconfusedaboutit.Asmentionedabove,possiblereasonsforthestudentsfeelpuzzledareasfollows:Firstofall,theconsequencesofexamination-orientededucationsystemhavecausedstudentsonlytofocusexclusivelyonexamresultsinsteadoftheprocessoflearning.Andifpossible,theywouldliketodoitaftertakingsomeimportantexams.Furthermore,moststudentshavenoinitiativesandconsciousnesstocheckorevaluatetheirlearningifteachersdonoturgethemtodoso.Lastbutnotleast,currentschooleducationalsopayslittleattentiononcultivatingstudents’learningevaluationcompetence(Detailsintable8).Table8.LearningevaluationsQuestionNo.Options/%ABCDEMeanValue(5=high,3=median,1=low)209.716.434.39218.217.433.81LearningEnviro