Abstract—With the advent of the digital era and evolving educational frameworks, autonomous learning has become an essential skill for lifelong learning. Drawing on the OECD Learning Framework 2030 and Taiwan's 12-Year Basic Education Curriculum Guidelines, this study investigates how autonomous English learning influences both learning motivation and English achievement among sixth-grade students. Nineteen students from a primary school in Kaohsiung City participated in an 11-week intervention. Pre-test and post-test measures were obtained using a validated learning motivation scale and an English achievement test. Additionally, students' experiences were explored via self-check questionnaires and interviews. Analysis using the Wilcoxon signed-rank test revealed significant improvements in both learning motivation and English performance across high- and low-achievement groups. These findings suggest that technology-assisted autonomous learning, supported by teacher scaffolding and peer collaboration, enhances overall academic engagement and achievement. 
 

Keywords—autonomous learning, self-regulated learning, learning motivation, English achievement, technology-assisted learning 

Cite: Shou-Chieh Cheng and Huei-Mei Wei, "The Effect of Autonomous Learning on Learning Motivation and English Learning Achievement of Grade Sixth Students," International Journal of Learning and Teaching, Vol. 11, No. 6, pp. 376-380, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).