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The report of the Party’s 20th National Congress emphasized that“We willpromote the digitalization of education and build a society and country of learningwhere lifelong learning is pursued by all.”Under the influence of the concept of lifelongeducation,scholars and educators pay more attention to the study of students’learningprocesses(Benson,1997;Holec,1981).Autonomous learning has become the main wayof learning for college students,especially in the era of multimedia and networktechnology.In the new teaching mode,30%~50%of learning activities need to becompleted by students’autonomous learning(Xu Jinfen,Li Banban,2014).Therefore,It’s important to pay attention to students’autonomous learning ability in Englishteaching.

Previous studies on English autonomous learning ability mainly focus onenvironmental factors(Dickinson,1995;Esch,1996),teacher autonomy(Little,1995),and the influence of some controllable factors of learners,such as learning attitude(XuJinfen,2007),motivational strategies(Spratt,Humphreys&Chan,2002),self-efficacy(Zimmerman,1990)to improve learners’autonomous learning ability.This paperattempts to explore the influence of learners’positive emotions on their Englishautonomous learning ability from the perspective of positive psychology.From theperspective of positive psychology,positive emotions play an important role in humandevelopment.Committed to the prosperity of individuals,communities,and societies,positive psychology moves people away from a focus on human weaknesses and towardunderstanding,cultivating,and building on the strengths of human nature.With thedevelopment of positive psychology,there has been a“positive shift”in the field ofsecond language acquisition from a focus on deficiencies to a focus on the role of positive factors in foreign language learning(Seligman&Csikszentmihalyi,2000).Driven by the research on emotion in positive psychology and educational psychology,linguists at home and abroad have gradually realized the importance of emotion insecond language learning,thus setting off an upsurge of foreign language emotionresearch(Dewaele&Li,2020).

1.2 Research significance

This study attempts to verify the effect of mindfulness on students’learningengagement,as well as the effect of mindfulness on students’autonomous Englishlearning ability.On this basis,this paper will explore the role of specific processes ormechanisms.In other words,whether the effect of students’mindfulness on collegestudents’English autonomous learning ability is through learning engagement.

In terms of theoretical significance,there are two main aspects.Firstly,this studyfocuses on the influence of mindfulness level of college English learners on theirautonomous English learning ability from the perspective of positive psychology basedon the broaden-and-build theory,providing a new perspective of interaction,that is,thebroaden-and-build theory perspective under the perspective of positive psychology,andenriching the development of positive psychology in the field of second languageacquisition.

Secondly,domestic researches on mindfulness mainly come from the field ofpsycholog本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。