This paper attempts to examine the current situation of self-efficacy and autonomous English learning ability of Chinese non-English majors and the correlation between them by administering questionnaires to 260 third-year non-English majors. The analysis shows: 1)students with different levels of English proficiency differ in the overall English self-efficacy: the English self-efficacy level of successful learners is higher than that of intermediate and unsuccessful learners while the difference between intermediate and successful learners is also significant, and it is significantly higher than that of unsuccessful learners in terms of the three components of English self-efficacy; English self-efficacy is positively correlated with English proficiency; 2)there exist significant differences among the successful, intermediate, and unsuccessful learners in goal setting, strategy use, and monitoring and evaluation but no differences in motivation; 3)English self-efficacy is significantly and positively related to autonomy in English learning, which reveals that it is an important affective factor influencing learners' autonomy.