Perception of English language learning among 454 freshmen was investigated. The first result indicated that use of cognitive strategy use was related with high self-efficacy, but not with test performance. The second result showed that learner autonomy positively correlated with self-efficacy and cognitive strategy use, but not with the test scores. The third result demonstrated that with the students with low learner autonomy, use of meta-cognition does not always link with high performance, and with the students with high autonomy, use of meta-cognition lead to good high English performance. Shien Sakai, A. Nakamura. and Y. Sagara. pp. 35-47.
