Learning autonomy, social support and English learning adaptability: Basis for improving English learning for university students

Abstract

The study explored the impact of English learning autonomy, social support, and English learning adaptability, as well as the relationship among the three variables. More than 330 non-English major college students participated in the study. It employed descriptive research to determine the relationship among these three variables. English learning autonomy has gradually become a research point and practical trend in second language teaching both domestically and internationally. Comprehensively promoting the improvement of learning autonomy ability has become the goal of every learner and every teacher. Social support also affects students' adaptability to English learning. Learning adaptability has become a research focus for many scholars. It can affect an individual's academic achievement, mental health development, and future social adaptation. This study revealed that highly significant relationships existed among English learning autonomy, social support, and English learning adaptability. Moreover, the enhancement teaching model was implemented to assist collegelevel English language learners modify social support to increase their autonomy and adaptability in learning English. Thus, it is recommended that three variables may be analyzed from the teachers' perspective, and other variables may be added to the study based on the focus on English learning education. Further research may confirm the differences in English learning autonomy and English learning adaptability when grouped by grade level. More information about the participants may be added to the personal difference analysis, such as whether they live in urban or rural areas, their parents' education level and working field. The sample of participants may be further refined, and the sample size can be appropriately expanded.