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e reading materials.......... 32
3.5 Experimental procedure.......... 33
Chapter 4 Data Analyses and Results..........     41
4.1 Analyses.......... 41
4.1.1 Analysis of the questionnaires ..........41
4.1.2 Analysis of the pre-test and the post-test.......... 52
4.1.3 Analysis of the interview.......... 54
4.2 Results  .......... 55
Chapter 5 Conclusion..........     56
5.1 The major findings of this study..........   56
5.2 The implications of this study ..........57
5.3 Limitations and suggestions for future study ..........58

Chapter 4 Data Analyses and Results

4.1 Analyses
60 copies of the questionnaire were handed out to the two classes. The questionnaire wasrequired to be finished in twenty minutes. 60 copies of the questionnaire were collected and54 of them are valid questionnaires.The pre-questionnaire is used for two reasons. One is to estimate whether the presentsituations of extra-curricular reading of the control class and the experimental class aresimilar or not, and the other reason is to find out what problems the subject have in theirextra-curricular reading. The author, analyzed the data collected from the pre-questionnaire by doing theindependent-samples t-test of pre-questionnaire for EC and CC in order to check whetherbalance exists in autonomous learning ability of the experimental class and the control classesof students in extra-curricular reading English before the experiment.
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Conclusion

The major findings of the study are presented.Firstly, the current situation of learner autonomy in EFL extra-curricular reading for thejunior high school students is not optimistic. The result of the pre-questionnaire shows thatthe present situation is in stark contrast to total amount of extra-curricular reading for studentsat different levels and developing learner autonomy as a top priority in learning English listedin the new English Curriculum Standards for junior high school issued by the Ministry ofEducation in 2011. Therefore, it is of great necessity to carry out the study which combinesdeveloping students' learner autonomy and extra-curricular reading.Secondly, junior high school students do have problems in the process of extra-curricularreading in the following aspects based on the analysis of the pre-evaluation.Although many students know the importance of doing extra-curricular reading, themotivation for doing extra-curricular reading is not clear. They are reluctant to doextra-curricular reading on their own and they are not confident to complete the amount ofextra-curricular reading required by the Ministry of Education.
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Reference (omitted)

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