In the realm of education, "learner autonomy" signifies the capacity of individuals to steer their own learning journey. This article delves into a comparative analysis of three empirical studies, each exploring factors that contribute to the autonomous learning abilities of college English learners. The findings reveal that the four key dimensions of autonomy in English learning — goal autonomy, planning autonomy, strategy autonomy, and evaluation autonomy — are jointly influenced by both external environmental factors and internal learner-specific factors. Consequently, it is advisable for English educators to be mindful of these dual influences on learners' autonomous learning capabilities. Teachers should prioritize fostering learners' subjective cognitive construction, while simultaneously striving to cultivate an external learning environment that caters to the needs of autonomous learning.

Hongmei Xu. The Connotation and Influencing Factors of Learner Autonomy in College English. Frontiers in Educational Research (2024) Vol. 7, Issue 5: 55-59. https://doi.org/10.25236/FER.2024.070509.

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