THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND LANGUAGE LEARNING STRATEGIES OF CHINESE JUNIOR HIGH SCHOOL STUDENTS IN KUNMING, YUNNAN PROVINCE

Abstract

This study aimed to investigate the language learning strategies and autonomy of 143 Chinese junior high school students from Kunming, Yunnan province. The measuring instrument for learner autonomy (MILLA) and the strategy inventory for language learning (SILL) were used to collect data. Then, the relationship between learner autonomy and preference for language learning strategies was analyzed using Pearson Correlation. The results of the quantitative research revealed that participants perceived themselves as high-level autonomy learners (mean = 3.88, SD = 0.47) in all dimensions, including technical, psychological, political, philosophical, and socio-cultural dimensions. They usually use language learning strategies (mean = 3.57, SD = 0.67) of both direct and indirect strategies. The Chinese junior high school students perceived that they had the capacity to decide their goals and the contents of learning English. However, they also hoped that the teacher could be a collaborator during their learning process. They reported that they used meta-cognitive strategies at the highest frequency (mean = 3.68, SD = 0.78), while compensation strategies were reported at the lowest frequency (mean = 3.36, SD = 0.76). A moderate positive correlation (r = 0.68, 0.01 level 2-tailed) was found between the level of learner autonomy and the preference for language learning strategies. Suggestions and practical implications are offered for teachers to help students consciously use language learning strategies that can subsequently help them become autonomous learners.