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lected usefully expressions during the learning and also less than half of themwould focused on the important paragraphs and sentences while reading; majority of thesubjects read carefully on the vital information.
8) Fewer of the subjects wrote something in English except the course needed; most of thesubjects did not keep writing English dairies; less than half of the subjects collected usefulmaterials then used in their writing and minority of them liked recited good articles.
9) Minority of the subjects analyzed their changing scores meanwhile, summed up theirlearning experiences; only fewer subjects would monitor their learning process and madechange and most of the subjects evaluated their learning condition sometimes.

Bibliography
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3Brown, H. D. 1987. Principles of language learning and teaching. New Jersey: Prentice Hall,Inc.
4Brown, H. D. 2001. Principles of language learning and teaching. Beijing: ForeignLanguage Teaching and Research Press.
5Candy, P. C. 1989. Constructivism and the study of self-direction in adult learning. Studies inthe Education of Adults, 21, 102.
6Candy, P. C. 1991. Self-direction for lifelong learning. California: Jossey-Bass.
7Clack, J. L. D. 1972. Foreign language testing: Theory and practice. Philadelphia, PA: TheCenter for Curriculum Development.
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9Crookes, G., & Schmidt, R. 1991. Motivation: Reopening the research agenda. LanguageLearning, 41, 469-512.
10Dam, L. 1990. Learner Autonomy in Practice. In Gathercole, I. (Ed.). Great Britain: BournePress.

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