With the whole process of English learning as a research perspective, the relationship among adult English learners’ social situation, motivation, learning strategies and learning effects based on self-determined motivation theory and language learning strategy theory is explored in the study. The findings are obtained through empirical analysis, and the teaching feedback, through which some suggestions are put forward, including constructing autonomy-supportive social situation in order to improve the effect of distance English teaching, improving learning motivation by solving the practical problem, perfecting the corresponding teaching strategies and realizing the learning effectiveness [1].
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