张Study of Webbased autonomous learning.docVIP

Study of Web-based Autonomous Learning in College English Abstract With the introduction of the theory of autonomy into language learning, research on how to create learning environments for autonomous learning has proliferated. The advent of web-based instruction in the 1990s has been seen as an alternative to this. Although many researchers have suggested the importance of autonomy in language learning, a few studies have systematically investigated students’ autonomy in language learning in the web-based learning environment. This paper introduces an experimental study on a hybrid of web-based autonomous learning and conventional classroom instruction from February 2009 till now. The statistical result seems to suggest that the introduction of web-based autonomous learning into College English course makes a real difference. Analysis and discussion have been done based on four questionnaires and the subjects’ performances of four tests. The results show that most students hold a positive attitude towards the new mode. The survey into students’ web resource consumption habits reveals that there is a consistent tendency between students’ frequently-used resources and students’ choice of helpful resources. While no consistency is found between students’ frequently-used resources and the resources they consider being interesting. It is also revealed that the students in experimental group tend to employ learning strategies more frequently. We also find that web-based autonomous learning can bring very significant efficacy to promote students’ performance in the initial phase. Consequently, we can tentatively draw the conclusion the new mode has some advantages over the conventional one in College English teaching and learning. It is feasible if the technological barriers are removed and conditions permit. Web-based autonomous learning may play an important role in the future College English teaching and even in the ELT field. Key words: learner autonomy, autonomous