本研究以某重点大学非英语专业的135名大二学生为研究对象,通过采取定性研究方法,即通过学习者的反思周记及访谈探讨学习者自身所感知到的自主学习影响因素。研究结果表明,学习者自身感知到的自主学习影响因素主要有:目标设置、自我效能感、学习者自尊、归因、学习策略、学习动机、教师、同辈群体、现代教育技术。研究结果还显示,这些因素对不同层次的英语水平学习者的影响也有所不同。 In this study, 135 sophomore non-English majors in a major university were selected as research subjects, and qualitative research was conducted to explore the influencing factors of self-regulated learning perceived by learners through introspection and interviews with learners. The results show that the main influencing factors of self-regulated learning perceived by learners are: goal setting, self-efficacy, learner self-esteem, attribution, learning strategies, motivation, teachers, peers and modern educational technology. The results also show that these factors have different effects on EFL learners at different levels.