A Comprehensive Evaluation on China´s EFL Learners´ Autonomous Learning Competence

There have been numerous studies on autonomous learning competence, but most of them deal principally with the introduction and analysis of the theoretical background, application, strategy implementation and course design principles for autonomous language learning. So far no effort has been made to construct an evaluation index system and evaluation model to evaluate EFL learners´ autonomous English learning competence in China. So, this study aims to apply the system theory, fuzzy theory and education theory into the systematic analysis and comprehensive evaluation of the students´ autonomous English learning competence. Firstly, based on the review of autonomous language learning theory and the theory of metacognition, a seminar with 26 experienced teachers is held to make the construction of the evaluation index system more complete, scientific and practical. Then , the quantified evaluation model based on the fuzzy set is developed to test the EFL learners´ autonomous English learning competence. In order to test the effectiveness of the evaluation model, the study investigated 1319 second-year EFL learners´ autonomous English learning situation in China. The final results prove the evaluation model is applicable and valuable.