ABSTRACT

This study aimed to investigate the correlation between the Chinese EFL students’ level of autonomy and their level of performance in English at Handan College. Furthermore, this study utilized a mixed research approach employing both quantitative and qualitative methods. Thus, a self-made questionnaire was used to collect data pertinent to the study which have undergone evaluation to ensure its validity and effectiveness. It was limited to a sample of 140 sophomore students and 10 English teachers from Handan College for the academic year 2024-2025. Based on the findings of the study, the students exhibited a high level of autonomy particularly in terms of the cognitive, motivational, behavioral, emotional and social dimensions. Thus, they demonstrated a very good level of performance in English, suggesting that most students are performing well in the subject, contributing to an overall strong proficiency in English. Consequently, significant correlations were found between the students’ level of autonomy across all the dimensions and their level of English performance, suggesting that fostering student autonomy through supportive learning environments, encouragement of selfregulation, and promoting independence in language learning could lead to improved English proficiency. However, despite the positive results obtained from the study, several challenges remain, including a lack of motivation, limited exposure to the language, language anxiety, and confidence issues. Additionally, participants reported difficulties in developing their
speaking and listening skills and challenges in improving their writing abilities. To address these problems and challenges, the researcher developed a plan of action which was also intended to enhance the students’ level of autonomy and level of English performance. Ultimately, the study contributes valuable insights into the role of autonomy in EFL learning, offering practical recommendations that could enhance educational practices and promote better language outcomes for EFL students

Keywords: Autonomy, Cognitive, Affective, Behavioral, Emotional, Social, English Performance
https://doi.org/10.57180/sbbq1798