English Autonomy, Motivational Strategies, and English Language Experience

Abstract

Language plays an irreplaceable role in the development of human society. As the most widely used and widely used communication tool in the world, English learning and application have become increasingly important. However, there has been controversy over the relationship between its autonomy, motivational strategies, and language experience. This article attempted to explore this issue from a theoretical research perspective and collect a large amount of relevant data through questionnaire surveys, and analyzed the characteristics and influencing factors of students' motivation for autonomous learning of foreign languages, providing certain reference significance for the reform of college English teaching and the cultivation of learner autonomy. This article designed experiments from three aspects: autonomy, learning motivation, and language experience fluency. The experimental subjects were divided into four groups: A, B, C, and D. Statistical software was used to analyze and examine the differences between different groups of students. Among them, Group C had the highest average fluency, reaching around 87.8%, and their language experience was also more diverse, proving a certain positive correlation between students' learning autonomy, motivational strategies, and language experience. English learning autonomy can promote learning behavior by providing self-determined learning goals, self-monitoring learning progress, and self-selecting learning strategies, which helps to enhance understanding of English learners' motivation and language experience, and provides guidance and guidance for English teaching and learning.