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r /> 4.3 Instruments....... 16
4.3.1 Exam paper....... 17
4.3.2 Questionnaire on learner autonomy....... 18
4.3.3 Interview .......20
4.4 Date collecting procedures....... 20
4.5 Date analyzing procedure....... 21
Chapter 5 Findings .......23
5.1 General situation of ALLs in enclosed junior school....... 23
5.2 Comparison of ALLs between enclosed and open junior school....... 23
5.3 Comparison of ALLs between boys and girls ....... 25
5.4 Correlation between ALL and language achievements....... 26

Chapter 6 Discussion

6.1 Moderate ALL among students in the enclosed junior school
Since the mean score of students' general attitudes towards their responsibility and initiativeon autonomous learning is the highest among the four aspects, it reports that most studentsacknowledge learning is their own responsibility and attach great importance to managing theirlanguage learning in making plans, setting goals and evaluating progress. The result reveals adesire for a positive and dynamic involvement in the language learning process. However, themean score is not high enough which suggests that students' initiative and responsibility arelimited to a medium level. According to Zimmerman's theory that lacking autonomous learningfaith, the learner cannot plan their learning activities, regulate their learning process, evaluatetheir learning results and adjust their learning activities again. This will directly affect theirperformance of language learning.

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Conclusion

The author conducted a survey on autonomous learning and language achievement in theenclosed junior school.The situation of autonomous learning in the enclosed school is neither too disappointed nortoo satisfactory, that's to say, it's moderate. In three aspects of autonomous learning, there is nosignificant difference between the enclosed and the open junior school students, but as fordependence on teacher, students of enclosed junior school have a significantly lower level. Thereare also significant differences between boys and girls in teacher's role and attitudes towardsexternal assessment, but no difference can be found in the initiative and confidence ofautonomous learning. Moreover, there are positive correlations between learning autonomy andEnglish achievement in listening, grammar, reading and writing.All in all, students in the enclosed junior school own a relative high sense of responsibilityand are less dependent on teacher in English learning. Boys have lower motivation and dependmore on teachers in their learning process and therefore get lower marks on Englishperformance.
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Reference (omitted)

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