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Chapter Two Literature Review

2.1Introduction of autonomous learning
What's autonomous learning? For this question，there are different viewsbetween scholars at home and abroad. At abroad, there is no unified definitionabout what is autonomous learning. Just as what Zimmerman said that the reasonwhy the researchers have different views on the definition of autonomous learning,is mainly that their theoretical difference and perspective difference(Zimmerman,2010). They only stress and focus on one particular aspect oflearning. In order to give a widely acceptable definition，Zimmerman analyzed theexisting definitions，integrated and absorbed their reasonable ingredients. Heconsiders that when students are active in metacognition，motivation and behavior,the learning of which is autonomous. It means that independent learning students，who are in different metacognitive stages and facing different tasks，can plan，organize，self-direct，self-monitor and self-evaluate. For motivation, autonomouslearners take themselves as who have ability and self-discipline .Therefore, notonly do they have sufficient confidence to complete learning tasks，but also theycan enforce learning motivation through successful efficacy experience.
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2.2Theoretical Support of Autonomy
Humanism learning theory emphasizes that learning is foil play of theindividuars potential and development of personality and self-development. Theessence of learning is meaningful learning, which refers to both the memory learningand refers more to learner's conscious and autonomous learning. For the humanism,learning is a two-step process involving the acquisition of knowledge followed byindividual personalization. The teacher must ensure the class free of threat, providean abundant resource of materials from which the student can choose and handle theprocess of learning.Rogers (1969)，whose teaching concept "student-centered" shows the teachingideas of autonomous learning. He emphasized that the educational objective is todevelop human's adaptability and autonomy. Teachers should inspire students todiscover and create themselves, promote students' self-realization and self-directedlearning, in the way of consulting. Students can take responsibilities for theiractivities, use their experience and knowledge freely and creatively，and cooperatewith others. In Rogers' perspective，learning is learning powered by spontaneity andinitiative，i.e.，self-initiate learning. In order for autonomous learning to take placetruly, teachers have a key role to play, facilitator, without which autonomous learningis unlikely to succeed.
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Chapter Three Research Design.......... 43
3.1 Research questions .........43
3.2Participants ......... 46
3.3Instruments .........  47
3.4Data collection.........   50
Chapter Four Results and discussions......... 58
4.1 Data analysis......... 58
4.2Influencing factors .........61
Chapter Five Conclusion .........69
5.1 Major findings .........69
5.2Pedagogical implications.........   70
5.3Limitations......... 73

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