Abstract: The research studies the influence of two modes of autonomy learning (instructional autonomy learning and complete autonomy learning) on students of comparatively good and bad English levels in the aspects of motivation, competence, evaluation, listening and speaking test, and the correlation between motivation, competence, evaluation and students' listening and speaking ability. The analysis shows that through instructional autonomy learning, students of comparatively good and bad English levels all make a difference in autonomy competence, initiatives and performance; complete autonomy learning is inappropriate to students of comparatively bad English levels for their more passive autonomy competence and more dependence on teachers; the competence of arranging the content and time of autonomy listening and speaking learning and the evaluation of stressing listening and speaking in the autonomy learning correlate remarkably with students' performance in the positive aspect.