在自主性英语学习能力的四个维度中，策略运用与目标设定能有效预测英语学习自我效能，其总体预测值为27%；
Among the four components of autonomy in English learning, strategy use and goal setting are good predictors of self-efficacy in English learning with a total predictive value of 27%;
本文侧重调查非英语专业新生的英语自主性学习能力。
This paper focuses on the investigation on the self-access learning ability of non-English major freshmen.
研究证明自我评估同辈评估在英语口头陈述能力评价中的运用是培养和提高学习者自主性的有效途径。
The study indicates the implementation of self-assessment and peer-assessment is an effective way of developing learner autonomy.
首先对自主性学习进行界定，同时提出现实要求，然后通过问卷和访谈对632名非英语专业新生的英语自主性学习能力进行了调查。
Starting with the definitions of self-access learning and realistic requirements, the paper makes a survey and interview on the 632 non-English major freshmen.
首先对自主性学习进行界定，同时提出现实要求，然后通过问卷和访谈对632名非英语专业新生的英语自主性学习能力进行了调查。
Starting with the definitions of self-access learning and realistic requirements, the paper makes a survey and interview on the 632 non-English major freshmen.
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