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摘要：It has been acknowledged the necessity and importance of students’ autonomous learning and self-efficacy in college English class. Language teachers attempt to propose creative teaching approaches tosolve some problems appeared in current teaching situation.

........ 19
3.3.3 Interview .... 20
3.4 Research procedures.... 20
3.5 Data collection....... 22
3.6 Data analysis.... 22
IV Results and Discussion ......... 24
4.1 Analysis of the research result on autonomous English learning ........ 24
4.2 Analysis of the research result on self-efficacy of English learning.... 29
4.3 Interview.......... 32
4.4 Discussion........ 33
V Conclusion ........... 36
5.1 Major findings of this research...... 36
5.2 Pedagogical implications......... 38
5.3 Limitations in this study and suggestions for future research........ 39

IV Results and Discussion

4.1 Analysis of the research result on autonomous English learning
As the above table 4.1 shows, there is a comparison between the pretest and post-test of the fourdimensions of Autonomous English Learning. First of all, the mean value of learning motivation before theexperiment is 29.4805, while the mean value after the experiment is 40.9371, in other words, students’motivation has been improved by applying CBI to their college English curriculum. For learning attitude,the mean value of pretest is 26.8345, and the mean value of post-test is 35.3754, from the table 4.1 we cansee students’ English learning attitude also has been enhanced. It shows from the table that the mean valueof autonomous learning skills is higher in the post-test; the mean value is 54.0752 while the mean value is41.1483 in the pretest, so students’ autonomous learning skills have been improved during one semester’straining process. As for self-monitoring and evaluation, it is revealed that the mean value of the pretest is29.4069 and the mean value of the post-test is 38.2509, generally speaking, it also has been in a raisingstatement.
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Conclusion

CBI (Content Based Instruction) can improve college students’ autonomous English learning abilityand their self-efficacy. Specifically, CBI can help non-English majors stimulate their motivations; changecollege students’ learning attitudes and learning styles, and improve college students’ independent learningskills. During the research, students set up a system of self-monitoring and evaluation. With the progressof confidence in English class, students’ judgment of learning problems and management of learningprogress are advanced. Relations of CBI and college students’ autonomous learning and self-efficacy canbe described as both complemented and promoted to each other.Firstly, CBI can lead to a more positive effect on learners’ autonomous English learning in collegeEnglish class. CBI creates a self-learning environment for students. CBI Teachers are designers, directors,whose identity is to give proper guidance and help when students encounter difficulties, and students inCBI classroom are executives and participants, who mainly complete the tasks teachers assigned. Duringthe whole process of learning, cooperation between students is built on the basis of mutual equality; discussand communicate with each other. The atmosphere is friendly and equal, mutual respected and relaxed.Students complete the English class in such relaxed environment, without any additional stress. Students’interests is increasing, their enthusiasm and initiative in this research has also been reflected adequately,
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