This paper explores the relationship between college students’ English autonomous learning ability and the classroom environment. Against the backdrop of increasing demand for English proficiency in academic and professional settings, the study emphasizes the necessity of fostering autonomy in language learning. Through a conceptual and literature-based analysis, the paper identifies key factors influencing autonomous learning, including teacher behavior, student participation, task orientation, and classroom dynamics. The findings suggest that a supportive and well-structured classroom environment significantly enhances students’ ability to learn independently. The study concludes by proposing practical strategies for optimizing the classroom setting, such as creating a harmonious atmosphere, implementing group-based and inquiry-based activities, and strengthening student engagement to cultivate greater autonomy and improve overall English learning outcomes.
Rui Sun (Fri,) studied this question.