Identity, motivation and autonomy: a tale of two cities

Students majoring in English or taking a degree course in foreign
language education in English in most cases are successful language
learners themselves. Students generally enter tertiary education with a
sound knowledge of English. In general, a fairly high degree of language
competence is required on entry to most European and Asian universities
for studying English. However, looking at the issue from the point of
language learning autonomy and language learning awareness, a number
of questions can be raised: When the learners possess a high level of
proficiency, is it related to their level of learner autonomy and awareness?
Are the students more motivated to learn because they are more aware of
their learning and more autonomous in making language learning
decisions for themselves?