Two Motivations and Learning Autonomy in Non-English Majors

Abstract

Taking learning motivation as an important factor which has a great influence on non-English majors’ autonomy, this paper focuses on comparing the effects of instrumental and integrative motivation on students’ learning autonomy. With the quantitative questionnaire and qualitative investigation, 112 students are chosen to be the subject of this paper. Results are following: although two motivations are highly correlated with autonomy, instrumental motivation is more closed correlated with autonomy than integrative motivations in four aspects of students’ autonomy: self-monitoring, self-regulation, goal setting and plan making.