在21世紀，世界國際化和英語的重要性帶起台灣學生習得英語的需求和重要性，在取得新資訊時使英文成為便利的語言工具。在眾多研究中，研究對象幾乎都以國中生高中生或是上班族為主，所以本研究主旨在探討台灣非英文系大一生之英語學習成就與自主學習的關係，且進一步的探討在不同年齡層的研究對象裡之相似和相異之處。並提供非英語系大一學生提升自己英語學習之態度和方法。 研究方法採用問卷和深度訪談。問卷內容分六個部分共81題；深度訪談則訪談36位非英語系之大一生。問卷調查結果使用套裝軟體SPSS 18.0 進行統計分析，並運用描述性統計和T-test進行分析探討。 研究結果顯示: 1) 對於兩個不同程度的非英語系之大一生而言，language learning strategies和metacognitive awareness和independent learning activities在學習英語經驗裡是有一定程度的影響力。 2) 對於兩個不同程度的非英語系之大一生而言motivation和self-confidence和responsible attitudes的態度是竟不相同的。本研究最後提供實務意涵和未來學者進一步的研究方向。 In 21th century, globalization, Internet effects and the importance of English cause the necessaries and needs for Taiwanese students to learn English as their useful and effective tools in their language learning development to explore more knowledge and new information. The purpose of this study aims to investigate the relationship between learner autonomy and English proficiency for non-English major freshman students. Additionally, the purpose of this study also aims to analyze the similar or different characteristics of learner autonomy on different English proficiency levels, and to help freshman students to become more autonomous resulting from satisfying their English proficiency. The Questionnaire of learner autonomy and in-depth interview were applied. There were six sections in questionnaire, and there were total 81 questions. The results of questionnaire were analyzed by the statistical system, which was SPSS 18.0. Combined with the statistical results and the descriptive statistics, there were three sections were discussed the differences for interview: language learning strategies, independent learning activities and responsible attitudes. The major findings of this study were showed as follows: 1) For both the high achievers and intermediate achievers, language learning strategies, metacognitive awareness and independent learning activities are the effective and helpful tools in their English learning developments. 2) For both the high achievers and intermediate achievers, they present different opinions toward motivation, self-confidence and responsible attitudes, which are also the vital elements in learner autonomy. According to this finding, practical implications and suggestions for future studies are also addressed in this paper.
