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ore  and  after  the  application  of  the  guided  learning  plan  teaching model.  The  purpose  of  pre-questionnaire  is  to  have  a  preliminary  understanding  of students’  learning  autonomy  in  both  two  classes.  The  post-questionnaire  is  to  find  out whether  the  students’  learning  autonomy  changed  since  the  different  teaching  approaches are  used  in  EC  and  CC.  In  this  study,  36  students  in  CC  and  38  students  in  EC  are investigated  before  and  after  the  experiment.  There  are  totally  148  questionnaires distributed  and  148  valid  questionnaires  are  handed  back.  The  statistical  results  of  the investigation are listed in detail in the following tables.  

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Conclusion

In  this  chapter,  the  author  first  attempts  to  show  the  major  research  findings  of  the present  experiment,  and  then  states  its  implications  on  reading  learning  for  junior  high school  students.  The  implications  are  proposed  in  the  perspective  of  designing  and implementing reading guided learning plan. In the following part of this chapter, the author points out the limitations of this research. At last, the suggestions are presented in order to enlighten the further study. After  a  semester’s  application  of  guided  learning  plan  teaching  model  in  junior  high school English reading teaching, it can be found that guided learning plan teaching model has a great deal of advantages, at the same time, the guided learning plan teaching model still need continual improvement. The following findings can be summarized by analyzing the data and results of the tests, questionnaires, and interviews in the experiment. Firstly,  the  guided  learning  plan  teaching  model  can  promote  students’  learning autonomy in English reading learning. By analyzing the results of the questionnaire, it can be seen that more students than before are guided to make learning schedule, to participate in  class  tasks  actively,  to  arrange  their  own  learning  time,  and  to  be  responsible  for themselves.  What’s  more,  before  reading,  they  set  goals  and  make  arrangement;  while reading,  they  can  use  reading  strategies;  after  reading,  they  can  evaluate  their  learning results.  Hence,  autonomous  learning  ability  lays  a  solid  foundation  for  other  skills  of English learning, even life-long teaching. 
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