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ferent scholars. Oneof the ways is to examine learner autonomy from the factors that affect learningeffectiveness. The thesis just investigates non-English major postgraduates’ leanerautonomy from the perspective of both external factors and individual factors. Under thebackground of globalization, much more attention has been attached to foreign languageteaching and learning at home. In the era of information, the learning resources presentedon the Internet is so diversified and sufficient that it brings not only convenience but alsochallenges to English learners. There has been heated discussion on how to make full useof resources and technology for the development of learner autonomy and theimprovement of learning results over the past decades. Yang (2009) points out that thedevelopment of information technology and the Internet brings the reform of collegeEnglish courses. Traditional teaching model has been transformed into the one that ischaracterized by learner-centeredness. Fang (2008) makes a research on online corpora andoffers suggestions on the effective usage of corpora on the Internet for better learningachievement.
Pan (2008) holds the view that the Internet can not only provide learners withabundant information, but also encourage learners to take active part in creative learningactivities in order to improve autonomous English learning capability. For English learnersin China, especially for non-English major postgraduates, although they’ve learned Englishfor many years, they can hardly get desirable learning effects. Most of them feel frustratedat the mention of the progress they’ve made on English learning since graduation fromcolleges. Their previous English learning is mainly based on teacher-centered andtest-oriented teaching.

Chapter Two Literature Review

2.1 Learner Autonomy
Autonomous learning, also called learner autonomy, embodies different meanings inthe course of its development, which has sometimes caused perplexity about what learnerautonomy might entail. However, different scholars and researchers have defined it indifferent ways. The concept of learner autonomy needs to be clarified at first.In the course of its development, different interpretations and definitions of learnerautonomy have appeared one after another both at home and abroad. Holec (1981:3)defines learner autonomy as “the ability to take charge of one’s own learning”; In theopinion of Dickinson(1987), learner autonomy is “a situation in which the learner is totallyresponsible for all of the decisions concerned with his or her learning and theimplementation of those decisions”. Little (1991) explains learner autonomy as “essentiallya matter of the learner’s psychological relation to the process and content of learning”. Hefurther elaborates it as three kinds of capabilities: “essentially, autonomy is a capacity fordetachment, critical reflection, decision making and independent action.”Nunan(2002) alsoattaches great attention to learner autonomy and he regards autonomous learner as the onethat can create learning opportunities for themselves.

Chapter Three Methodology............ 35-38
    3.1 Research Questions.......... 35
    3.2 Subjects ..........35-36
    3.3 Instruments.......... 36-37
    3.4 Data Collection..........37
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