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⑧硕士学位论文非英语专业大一学生自主学习调查研究论文作者：金毅晶指导教师：闫春梅学科专业：英语语言文学研究方向：教学法华中师范大学外国语学院2013年5月 StudyofAutonomousLearningNon--EnglishMajorFreshmenAThesisSubmittedinPartialFulfillmentoftheRequirementForthe膨4．DegreeinEnglishLanguageandLiteratureByJinYijingPostgraduateProgramSchoolofForeignLanguagesCentralChinaNormalUniversitySupervisor：YanChunmeiAcademicTitle：AssociateProfessorSignature么二生pApprovedMay．2013A矸 ⑧硕士学位论文MASTER’STHESIS华中师范大学学位论文原创性声明和使用授权说明原创性声明本人郑重声明：所呈交的学位论文，是本人在导师指导下，独立进行研究工作所取得的研究成果。除文中已经标明引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出贡献的个人和集体，均已在文中以明确方式标明。本声明的法律结果由本人承担。作者签名：仓毅易日期：矽f弓年多月f7日学位论文版权使用授权书本学位论文作者完全了解学校有关保留、使用学位论文的规定，即：学校有权保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权华中师范大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。同时授权中国科学技术信息研究所将本学位论文收录到《中国学位论文全文数据库》，并通过网络向社会公众提供信息服务。作者签名：硷毅晶作者签名：壁独翮日期：如I弓年S月11日导师签名：日期：年月日本人已经认真阅读“CALLS高校学位论文全文数据库发布章程”，同意将本人的学位论文提交“CALLS高校学位论文全文数据库”中全文发布，并可按“章程”中的规定享受相关权益。回童诠塞握銮厦溢卮；旦坐生；旦二笙；旦三生筮查!作者签名：壁毅晶日期：z,,t5年争月t7日导师签名：日期：年月日 ⑧硕士学位论文MASTER’STHESISAcknowledgementsFirstofaU，IOremysincerethankstomysupervisor,ProfessorYanChunmei，whohasguidedmeinthewholeprocessofwritingthisthesiswithallherheart．Shecorrectedmydraftscarefully诵mgreatpatience，providedmuchenlighteningsuggestions．Ihavebenefitedfromherconstantguidance，warmencouragement，insightfulinstructions，whichcontributesalottothesis．Shesetagoodexampleformeinconductingresearchandbeingagoodteacher,whichhaveadeepinfluenceonmyfuturelife．IalsoexpressmyheartfeltgratitudetoalltheprofeSSOrsandinstructorsImetinthisuniversity,whohavemughtmelotsofknowledgeandenlightenedmehowtoappreciatethebeautyofEnglishlanguagefromlinguistics，literature，andculture．1wouldliketothankallmydearstudentswhohelpedmeassubjectsinthisresearch．Lastbutnotleast，1wanttoexpressmythankstomyfamilyandfriendsfortheir觚lsupport,assistant,andencouragement． ⑧硕士学位论文MASTER’STHESIS摘要HenriHolec在1981年正式提出了“学习者自主”这个概念，并引起了国内外许多学者的研究。在自主式语言学习的研究中，绝大多数研究局限于如何运用学习策略来促进自主学习能力，在学生自主学习过程中教师的角色定位，以及多媒体和网络辅助自主学习等角度。对大学一年级新生的实际自主学习能力的研究很少。本研究对学习者的课外自主学习情况进行了调查，首先分析了非英语专业大一新生入校的自主学习能力，其次分析了在经过一个学期的英语学习过后，他们的课外自主学习能力是否得到了提高，以及高低分学生课外自主学习情况的不同。基于以上的研究目的，本文主要围绕以下的研究问题展开：1)湖北理工学院非英语专业新生开学初的英语课外自主学习是怎样的状况?2)一个学期后，非英语专业新生课外自主学习的状况与开学初相比是否有明显的变化?产生变化的原因是什么?3)高分组和低分组学生的课外英语自主学习明显的差异有哪些?本研究在设计上采用了定量和定性的研究方法。研究对象为100名湖北理工学院财务管理和工程管理大一的新生。在定量研究中，作者应用SPSSl3．0统计软件对问卷的数据进行了处理，通过独立样本t检验分析了开学初和一个学期之后，学生的课外自主学习有什么不同。通过配对样本t检验分析了高低分学生在课外自主学习中存在的差异。定性研究以访谈，对学生英语课堂和课后作业的观察，以及学生英语学习日记的方式进行。通过对挑选出的12名跟踪对象一个学期的观察，收集的数据反应了高低分学生在自主学习中的不同状态，以及遇到了不同的学习困难。研究结果说明：首先，进入大学后，非英语专业新生在英语对未来发展的重要影响下，大多数人对英语依然有很强的学习动机。其次，在第一个学期初，学生需要老师对自主学习的方法和策略进行指导，也需要老师解答在学习过程中遇到的困难。再次，一部分学生在自主学习过程中能够向同伴寻求帮助，雨另外一部分学生几乎没有向同伴寻求帮助，独自面对学习困难。最后，低分组的学生在学习过程中更需要老师的帮助、指导、监督和交流；高分组的学生希望得到更多老师的指导去提高自己英语能力，以及推荐帮助提高英语技能的学习资料。基于上述研究结果，本文就如何提高学生课外自主学习的能力和效果提出了相关的建议：首先，英语老师可以利用学生的学习动机来促进学生学习的积极性，为学生课外自主学习打下良好的基础。其次，在开学初的时候，老师应该向学生说明 ⑧硕士学位论丈MASTER’STHESIS什么是自主学习，如何进行自主学习，自主学习的目的是什么，并积极地及时地解决学生在自主学习中遇到的困难。再次，老师应该指导和鼓励同学们之间开展合作学习，让学生的课外自主学习得到更多的帮助并取得更好的效果。最后，英语老师应该尽量给低分组学生更多的帮助和关注，同时也为高分组的学生取得更大的进步提供指导和帮助。关键词：大一学生：非英语专业；课外英语学习：自主学习程度 AbstractSinceHenriHolecformallyputforwardtheconcept“learnerautonomy”in1981，merehavebeenlotsofresearchesintheareaoflanguagebothinternationallyandinChina．However，mostoftheresearchesnarrowlyfocusedonhowtopromoteabilityforautonomouslearningbylearningstrategies，teacher’Srolesintheprocessofstudents’autonomousleaming,andhowtoaidautonomouslearningbymulti—mediaandnetwork．However,researchesontherealabilityforautonomouslearningoffreshmenwereratherlimited．Thisstudyfocusedonout-of-classEnglishautonomouslearningwithitslensplacedonobtainingfirst．handinformation．Atfirst，itanalyzedtheautonomouslearningofnon-Englishmajorstudentsatthebeginningofthefirstsemester,thenitanalyzedwhethertheirabilitieshavebeenimprovedonesemesterlater,andthedifferencesinautonomouslearningbetweenhigh-proficiencystudentsandlow-proficiencystudents．Fortheresearchpurposeabove，thisresearchfocusesonthefollowingresearchquestions：1)Whatisthesituationofout-of-classautonomousEnglishlearningoffreshmeninHubeiPolytechnicUniversity?2)Onesemesterlater,arethereremarkablechangesinfreshmen’Sout-of-classautonomouslearningcomparedwithhowtheydidatthebeginningofthesemester?31Whatareremarkabledifferencesbetweenhigh-scoregroupandlow-scoregroupinautonomouslearning?Theresearchadoptedquantitativeandqualitativemethodsincludingquestionnaires，interviews，observation，andlearningdiary．Theparticipantswere100freshmenmajoringinfinancialmanagementandengineeringsupervisioninHubeiPolytechnicUniversity．Inthequantitativepart，alldatacollectedfromquestionnaireswereprocessedbysoftwareSPSS13．0，whichcontributetoaccomplishthisresearch．Independent—sampleT-testwasusedtoanalyzethechangesinout-of-classautonomouslearningbetweenthebeginningofthefirstsemesterandtheendofit．Paired—sampleT-testWasalsoappliedtoanalyzethedifferencesbetweenhigh-scoregroupandlow-scoregroupinout-of-classautonomouslearning．Inthequalitativepart，interviewsamong12students，observationsofstudents’performancesinEnglishclass，andEnglishlearningdiarieswereusedassupplementaryinformationresources．Thefindingsoftheresearchareconcludedasfollows：Firstly,whennon—English ⑧硕士学位论文MASTER’STHESISmajorfreshmenenteredcollege，mostofthemhadastrongmotivationforlearningEnglishinordertomakeagoodfoundationforpersonaldevelopmentinthefuture．Secondly,atthebeginningofthefirstsemester,studentsneededteachers，guidanceintheirlearningmethodsandstrategiesandsuggestionstosolvethoseproblemstheymetintheprocessoflearning．Thirdly,somestudentsCallseekforhelpfrompeersintheprocessofautonomouslearning，otherslearntindependentlywithoutaskingforhelp．Fourthly,studentsinlow—scoregroupneededteachers’help，guidance，monitoringandcommunicationsmore，whilestudentsinhigh-scoregrouphopedtoobtainguidanceforimprovingtheirEnglishproficiencyandrecommendationforlearningmaterialSOaStoimproveEnglishlanguageskillsfromteachers．Fifthly,thegenerallevelofout．of二classautonomouslearninghasbeenimprovedtoacertaindegreeforsomestudentsmadeprogressinhowtolearnindependently．Basedonthefindingsoftheresearch，thepaperdrawsimplicationsOnhowtoimprovetheabilitiesandeffectsofout-of-classautonomouslearning：Firstly’atthebeginningofthefirstsemester,lrainingisnecessarytoenablestudentstocarryoutautonomouslearning．Teachersshouldexplainwhatautonomouslearningis，howtoleamautonomously,andthepurposeofautonomouslearningforstudents，andactivelysolvestudents’problemsintheirautonomouslearning．Secondly,autonomousleamingplatform，whichcouldmeettheneedsoflearningEnglishafterclass，shouldbemadefullestuseofbybothteachersandstudents．Thirdly,Englishteachersshouldguideandencouragestudentstolearninacooperativeway,whichcouldprovidemoresupportsforstudentsandmaketheeffectofautonomouslearningbetter-Fourthly,Englishteachershouldtrytheirbesttogivemorecaregivemoreguidanceandsupportsimprovements．andconcernforstudentsinlow-scoregroup，whiletohigh-proficiencystudentsfortheirbetterKeywords：freshmen；non-Englishmajor；out—of-classEnglishlearning；degreeofautonomouslearningV ContentAcknowledgements⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·l摘!要⋯．⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．．．．⋯⋯⋯⋯⋯⋯iiAbstract1．Introduction⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．⋯⋯．⋯⋯⋯⋯11．1Backgroundtotheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯11．2Significanceoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯21．3SnⅥctIlI-eofthethesis⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯42．Literaturereview⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．·¨52．1Autonomy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯52．1．1Definitionsofautonomy．⋯⋯⋯⋯⋯⋯．⋯．⋯．．⋯⋯⋯．⋯．⋯．．．⋯．⋯．．．⋯⋯．⋯⋯⋯．．．⋯⋯．．52．1．2Characteristicofautonomouslearners⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．62．1．3CurrentresearchontheautonomousleamingabroadandinChina⋯⋯⋯⋯⋯⋯．82．2Factorsthataffectautonomy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯92．2．1Learningmotivation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．92．2．2Leamingattitude⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．102．2．3Teachers⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．112．2．4Peergroup⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯122．2．5Learningenvironment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯122．3Challengesandstrategiesofdevelopinglearningautonomy．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．133．Researchdesignandmethodology⋯⋯．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．153．1Researchobjectivesandresearchquestions⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．153．2Subjectsoftheresearch⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．153．3Instruments⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．163．3．1Questionnaires⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯163．3．2Interviews⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．173．3．3Diary⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯173．3．4Observations⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯173．4Procedurefordatacollection⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一184．Resultsanddiscussion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．194．1Overalllevelofautonomouslearning⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．19 4．1．1Learningmotivation⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯194．1．2Learningmanagement⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯204．1．3Learningcontent⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯224．1．4Learningability⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·254．1．5Learningenvironment⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯274．1．6Solutionstoself-improvement⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．．294．1．7Differencesbetweenhigh-scoregroupandlow-scoregroup⋯⋯⋯⋯⋯⋯⋯⋯⋯．314．2TheQualitativeanalysisonextracurricularautonomouslearning⋯⋯⋯⋯⋯⋯⋯⋯．．374．2．1Interviewsonstudents’extracurricularautonomouslearning⋯⋯⋯⋯⋯⋯⋯⋯⋯374．2．2ObservatioIlsonstudents’extracurricularautonomouslearning⋯⋯⋯⋯⋯⋯⋯．394．3Summaryofthefindingsofthestudy⋯⋯⋯⋯⋯⋯j⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯415．Conclusion⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯．⋯．．．．．．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·435．1Implicationsofthisstudy．⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·435．2Limitationofthestudyandsuggestionsforfurtherstudy⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯43Bibliography⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯··45Appendixl⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯47AppendixH．．⋯⋯⋯⋯⋯⋯⋯··AppendixIII⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·⋯⋯⋯⋯⋯⋯⋯⋯-52 1．Introduction1．1BackgroundtotheresearchAsaChineseoldsa：ying‘'Nevertoooldtolearn'’，alife-longeducationisessentialforpeopleinourmodemsociety,whichrequiresuniversitiesandeducationalinstitutionstoplaceemphasisonmakingeffortstocultivatestudents’learningautonomy．Inrecentyears，autonomouslearninghasbecomeparticularlypopulariIllanguageteachinghomeandbroad．Witlltheinfluenceofautonomouslearning，moreandmorescholarsi11Chinapayattentiontotheresearchofautonomouslearning．IfteachersCallunderstandthesituationofstudents’autonomouslearning，particularlythecaseinthefirstsemesterwhentheyjustcameintocollege，thenteacherswouldfostertheirabilitiesforautonomouslearningclearlyinalleffectiveway,meanwhileteacherscouldprovideseverallearningmethodsandstrategiesfortheminordertoovercomethoseobstaclesanddi伍cultiesintheprocessoflearning．Inaddition，teachersCanhelpstudentsofdifferentlevelstolearnautonomouslyandeffectivelybyknowingexactlyiIlwhichaspectstheyCanimprovethemselves，fromwhichtheteachingeffectcanbepromoted．TherehavebeenlotsofresearchesonautonomouslearninginhighereducationandEnglishlanguageteachingiIlChina．YeQin(2008)explainedteachershadfivedifferentkindsofrolesin士heteachingmodeofautonomous：learningandputforwardheropiniononhowtoaccomplishthetransitionofteacher’Sroles．WeiQi(2010)paidattentiontolearningstrategies，hesaid：“learningstrategies，especiallymeta-cognitiveandcognitivelearningstrategiesaleveryimportanttotheimprovementoflearnerautonomy．’’LiiYan(2011)stressedtheimportanceofautonomouslearningillteachingCollegeEnglish，andintroducedmethodsfromdifferentanglesforfosteringstudents’competenceinautonomouslearning．ZhangYin(2011)listedseveralmethodsofhowtoinspirestudents’motivationinweb-basedautonomouslearningSOastoimprovestudents’learningeffect．Forlisteninginautonomouslearning，GaoYan(2011)introducedteachingmethodssuggestedforteachers，theimportanceofextracurricularactivities，andlearningmethodssuggestedforstudents．DongVajuan(2012)listedtheadvantagesof w曲．basedautonomouslearning：Firstly,thebeneficialandrichlearningresource·Secolldly,studentsCallchoosesuitablelearrfingresourceandpracticemore·lhirdly,studentshavemorechancestopracticeskillsandcommunicate．Fourthly,itcontributedtoimprovingtheirabilityforautonomouslearning．Theserl{ese锄-chesabovefocusedonautonomouslearningstrategies，teachingmetllods锄drolesofteacherinautonomouslearning，web-basedautonomousleanung，howtoinspirestudents’motivationinautonomouslearning．However,thefieldsofthoserese刮rcheswre】reoftenlimitedinlearninginclassneglectingtheout-of-classlearning·1．2SignificanceoftheresearchThisresearchissignificantfromboththeoreticalandpracticalperspectives·Froma也eo陀ticalperspective，itaimedtofillupsomeofthevacuumoftheresearchundertakenso陆onautonomouslearning．Internationalresearcheswereverymaturemconceptor-amorlomouslearning，learningstrategiesappliedinautonomouslearning，keyfactorsaffectedinautonomouslearning．Theypaidmoreattentiontotheoriesthaninpractice·InChi觚thoughmanythesesfocusedonEnglishautonomouslearning，theirattentionswereallaround“importantfactorsinautonomouslearning，howtofosterstudents’abilityina1咖nomouslearning，strategiesforautonomouslearning，andtherolesofteacherinautlDnomollslearning'’andSOon．Amongtheseresearches，mostofthemfocusedonhowtoimproveanddevelopautonomouslearninginclass．However,thisresearchfocusesonttleautonomouslearningoutofclass，namely,afterclass．Itspurposeistogatheri11fon】枷onaboutthecontentanddegreeofout—of-classautonomouslearninginthefirstse埘屺ster’analyzewhetherstudentscailacquiretheabilityforautonomouslearningwimoutteacher，shelp，andfindouttheremarkabledifferencesbetweenhigh-proficiencystudentsandlow-proficiencystudents．Theresearchsurveysandanalyzesout-of-classautonomouslearningbetweenhigh-proficiencyandlow-proficiencystudentsinordertofindoutthemaindifferences·Thepurposeoffindingoutthemaindifferencesbetweenhigh-proficiencyandlow-proficiencystudentsinout-of-classautonomouslearningIStoknowtheshortcomingsoflow-proficiencystudentsandstrongpointsofhigh-proficiencystudents·Inthisway,teachercangivehelpforlow-proficiencystudentstomakeuptheirdeficiency,takeadvantageofhigh—proficiencystudents’strongpointtotmprovetheir’ study．Fromapracticalperspective，thisresearchwillbeinsightfultofocusonthecontentanddegreeofout—of-classautonomouslearning，whichCallhelpteacher“lyunderstandthecompetenceandfeaturesofstudents’autonomouslearning．Inthisway,teacherCallteachstrategiesforautonomouslearning，fosterstudents’abilitytolearnautonomouslyonpurpose，andguidestudentstocarryoutautonomouslearningeffectively．Alloftheseareintendedtoservethepurposeofimprovingstudents’Englishlanguagelevel．nlerefore．thisresearchonout-of-classautonomouslearningisagoodcomplementtopreviousresearches．Foronehand，itprovidedanswerstothreequestionsasfollows：Whetherstudentscanimprovetheircompetenceforautonomouslearningbyteacher’SeffortsinclassortheyCanobtainitoutofclassontheirown?Inwhichaspectshouldteachersfosterstudents’abilityandconsciousnessinautonomouslearning?HowCanteachersguidethemtoconductautonomouslearninginaneffectiveway?OntheotherhaIld．thoseimplicationsfromthisresearchcanbenefitEnglishteacherinteachingCollegeEnglishinthefuture．TheResearchobjectiveswereasfollows：1．Togettrueinformationabouttheautonomouslearningatthefirstsemester．2．Tounderstandwhatkindofprogressstudentshadmadeinautonomouslearningafterasemester．Andwhatarethereasonsforthem．3．Tofindoutnotabledifferencesinautonomouslearningbetweentwogroupsofstudentsofdifferentlevel．4．Todrawimplicationsforout．of-classautonomouslearningforEnglishteachers．Theresearchwasdesignedtoanswerthefollowingquestions：1．Whatisthegenerallevelofautonomouslearningamongnon-EnglishmajorfreshmenatthebeginningofthefirstsemesterinHubeiPolytechnicUniversity?2．Afterthefirstsemester,comparedwiththatatthebeginningofthesemester,aretheremuchobviouschangesinout—of-classautonomouslearningamongfreshmen?Whatarethereasonsforthosechanges?3．珊latarenotabledifferencesinautonomouslearningbetweenhigh—scoregroupandlOW—scoregroup? 1．3StructureofthethesisThisthesisisdividedintofivechapters．Chapteroneisabriefintroductionincludingthebackgroundtotheresearch，significanceoftheresearch，andstructureofthethesis·Chaptertwoisaliteraturereviewaboutautonomy,factorsthataffectautonomy,andrationaleofautonomouslearning．ItalsorevieWSthecurrentresearchontheautonomouslearninginChinaandabroadinthepartofautonomy．ChapterThreeintroducestheresearchmethodologyofthisstudy,includingfourparts：theresearchobjectivesandresearchquestions，subjectsoftheresearch，instruments，procedurefordatacollection．Chapterfouranalyzesanddiscussesthestudyquantitativelyandqualitatively,andsl】mmarizesofthefindingsofthestudy．Chapterfiveisaconclusion,whichincludesimplications，limitationsofthestudy,andsuggestionsforfurtherstudy．4 2．LiteratureReviewThischapterservesastheconceptualframeworkofthisstudy．Itfirstreviewsthedefinitionsofautonomy,characteristicofautonomouslearners，andthefactorsthatinfluenceautonomy．Itthenpmsentssomerelevantstudiesabouttheout—of-classautonomouslearningabroadandathome．2．1Autonomy2．1．1DefmitionsofautonomyTheconceptof“autonomouslearning'’emergedfrom1960s．HenriHolecWasoneofmeseweStemscholarswhoadvocatedautonomouslearning．Holec(1981)，inhisbookA”tonomyandForeignLanguage，regardedautonomouslearningas‘‘allabilityinchargeofone，slearning'，，inwhichincludessettinggoals、self-monitoring、self-evaluationandsoon．Hebelievedpeoplewhowerecapableofcarryingoutautonomouslearning，couldsetuphisownlearninggoals，learningcontent，learningmaterials，learningmethodsandevaluateforhislearning．BasingonHolec’Sdefinitionofautonomouslearning，Dickinson(1995)putforwardthatautonomouslearningWasnotonlyanabilitytOlearnindependently,butalsoanattitude．Heexplainedtheattitudeistheresponsibilityformakingdecisionsforone’Sownlearning；theabilityreferredtOdecisionsandreflectionsforlearningprocess．HeliStedb嬲icfeaturesofautonomouslearner：Canunderstandteachingpurposesandteachingmethods；Cansetupone’sownlearninggoals；callchooseappropriatelearningstrategies；Canmonitorone’Sownlearningstrategies；Canevaluateone’SOwnlearning·Astimerolledby,somescholarsputforwardnewconceptinthefieldofautonomouslearning，namely,“learner’Sautonomouslearning'’．Littlewood(1999)couldbetakenforexample，headvocatedthatautonomouslearningistheabilitiesanddesiresbelongedtolearnerformakingchoicesindependently．Thatistosay,theabilityinautonomouslearningmeantparticularlyleanerhimselfpossesstheknowledgeofmakingchoicesforstudyingandskillsforaccomplishingthechoosing；desiresmeantmotivationsandconfidenceneedednecessarilyinmakingchoices．Hepointedoutmain5 factorsofautonomouslearning：desirability,help，peers’help，learningmaterials．self-management，learningprocess，teacherBenson(2005)enrichedHolec’Sdefinitionofautonomouslearning，hesummarizedtheabilitiesinautonomouslearningintofiveaspects：Firstly,learner’Sstudyingdependsonhisown；Secondly,possessingasetofskillsforguidingself-study；Thirdly,havingabomabilitywhichisrestrainedbymonotoneandrepeatedteachingmethods；Fourthly,takingresponsibleforstudyingforwardly；Fifthly,havingtherightofmakingdecisionsfordirectionofstudying．InChina,scholarsalsoundertooksomeresearchesonautonomouslearning．Theirresearchresultsweregenerallyconsistentwithwesternscholarsbuthadnewdiscoveries．Forinstance，PangGuowei(2003)defined“autonomouslearning'’fromeveryaspectsoflearningability,whichWasdescribedasfollowings：“independentlearning’’whichisbasedondevelopmentofself-consciousness；‘‘desirablelearning’’whichiscomingfromstudent’Sinnermotivationforlearning；“knowinghowtolearn”meansstudentshavegraspedacertainlearningstrategies；‘'persistentlearning'’whichiscountedonstudents’effortofthe、航11．Inaddition，HallQinglin(2000)defined“autonomouslearning'’inthenarrowsenseandbroadsense．Inthenarrowsense，autonomouslearningmeansthatunderthescientificguidancefromteachers，studentsCanaccomplishtheirdevelopmentofautonomybycreativelearningactivities．Thescientificguidancefromteachersisthefoundation，studentsarethecarriersofeducationandlearning；studentsCanleaminacreativewayforwardlyisthecentreofteachingactivitiesandoneofthebasiceducationalmethods．Thedevelopmentofautonomyisthepurposeandessentialrequirementofallkindsofteachingactivities．Inthebroadsense，autonomouslearningmeanspeoplechoosehowtoconductlearningwithaspecialpurposeinordertoaccomplishthedevelopmentofautonomybyvariousmeansandmethods．2．1．2Characteristieofautonomouslearners。Thereislotsofliteratureaboutthecharacteristicofautonomouslearners曲roadandinChina．OneoftherepresentativesinwesterncountriesisDickinson(1993)，whostatedcharacteristicofautonomouslearnersasfollows：Firstly,theyareabletoidentifywhathasbeentaughtandwhataretheteacher’Spurposes．Secondly,theyareabletoformulatetheirownlearningobjectives．Thirdly,theyCananddoselectandimplementappropriate6 ⑧硕士学位论丈MASTER、STHESISlearningstrategies，oftenconsciously．Fourthly,theycarlmonitortheuseofstrategiesandcallidentifyinappropriatestrategiesthatarenotworkingforthem，anduseothers．Finally’theycanassesstheirownachievement，inotherwords，theyCanmonitortheiro、Ⅳnlearning．Hedge(2000)madeagoodsupplementtoDickinson’Sopinion．Heputforwardseveralnewopinionsaboutcharacteristicofautonomouslearners，whichwerBconch】dedasfollows：Firstly,knowingtheirneedsandworkproductivelywiththeteacherfortheachievementoftheirobjectives．Secondly,learningbothinandoutofnlcclassroom．Thirdly,beingabletotakeclassroom—basedmaterialandbuildonit．Fourthly，knowiIlghowtouseresourcesindependently．Fifthly,learningwithactivethinking。Sixthly,managingandarrang沁thetimeinlearningproperly．Finally,neverthinkingtheteacherisagodwhoCallgivethemabilitytomasterthelanguage．InChina,PengJinding(2002)astherepresentativeintheearlytimeexplainedcharacteristicsofautonomouslearnersaLsfollows：Firstly,takingtheresponsibilityforhisownstudy．Secondly,havingcleargoalsforlearning．Thirdly,makingplansforstudy．Fourthly,assessingtheprogressesofstudy．Fifthly,adjustingthelearningstrategies．Astimerolledby,nowadaysseveralresearchershadtheirownopinionswhichwereclearerandcomprehensivebasingontheresearchesofpreviousresearchers．Forinsta皿ce．ZhangHua(2011)describeditasfollows：Firstly,anautonomouslearnerisaqualifiedlearnerwithawillforlearning．Secondly,anautonomouslearneriscollSideredaSagoodproblem—solveranddecision-maker．Thirdly,allautonomouslearnerisafinesl(ill削learner．HeCanconsciouslychooseproperlearningstrategiesandconstantlyadjusttllemuntiltheyaresuitableforhim．Fourthly,anautonomouslearnerisnotonlyagoodself-·monitorbutalsoaqualifiedself-evaluator．Fromthesedefinitionsofautonomyhomeandabroad，autonomyWasoftende矗办edaSakindofabilityorlearningbehavior．Thecommonthingsaleasfollows：Firstly,transferringlearningresponsibilityfromteacherstostudents．Secondly,alearnercanchooselearningm、ethods，learningcontent,andlearningprocessonhisown锄IdaSkforconsultations，suggestions，evaluationsfromteachersaswellaspartners．Thirdly,havingastrongdesireforlanguagelearningandlearning．7thecapacitytotakechargeofone’SOWll ⑧硕士学位论丈MASTER’STHESIS2-1．3CurrentresearchontheautonomouslearningabroadandinChinaWesternscholars(Holec，1981；Dickinson，1987；BroadyandKenning,1996；BensonandVoller,1997；Bonson，2001)havecontributedmanyfruitfulresearchfmdingstoautonomy．AsHenryHolecforthefirsttimebroughtuptheconceptin1981，autonomyreferredto‘'theabilityofthelearnertotakechargeofhisownlearning'’(Holec1981)．Astimegoesby,moreandmoreresearchesappearpayingattentiontovariousfactorsorfromdifferentanglesinautonomouslearning．Environmentisoneofthekeyfactorswhichinfluencetheeffectofautonomouslearning-Autonomyrequiredlearnertotakeresponsibilityfortheirlearninginanyenvkonment．At廿1esametime，thefactorofenvironmentplaysadominatedroletoimproveleamerautonomy．Thedefinition‘‘asituationinwhichthelearneriStotallvresponsibleforallmedecisionsconcernedwithhis／herlearningandtheimplementationofthosedecisions．”wasacceptedbyDickinson(1987)．HealsostressedthatautonomousWasnotonlyakindofattitudetowardslearningbutalsoakindofabilitytolearn．Heexplainedtheattitudewasmerelyaresponsibilityformakingdecisionsaboutlearningonone’Sown，andtheabilityWasthereflectionsofdecisionsmadeinthelearningprocess．Somescholarsholdanotheropinionwhichemphasizedtheresponsibilitythelearnershouldtakeinthelearningprocess．Namely,learnersshouldtakechargeofhislearningbehaviors．ThedefinitionoflearnerautonomygivenbyBroadyandKenning(1996)conta．inedthreeaspects：responsibility,learningwithoutrelyingonteachersandmakingdecisions．Thecomprehensivetheory,whichwasalsousedtoexplainautonomy,suggestedifteachershopedtoimprovelearnerautonomy,theyshouldfosterlearner’Sconsciousnessofresponsibility．BensonandVoller(1997)putforwardthatautonomousleamingincludedfiveaspects：learner’Slearningdependsonthemselvestotally；asetofskillsCanbelearntorusedintheself-instructedprocess；allabilityisinnatebutinhibitedbyboringandrepeatedteachingmodelsatschool；learnershouldberesponsiblefortheirownlearning；therightforlearnertosetuphistargetfreely．Somescholarsregardedautonomyasakindofabilityconcemingleamers，self-management．Basingonthepreviousresearches，Bonson(2000definedautonomvas‘'thecapacitytotakecontrolofone’Sownlearning”．Evidently,thecontrolinthelearningprocessofdifferentlayersincludesdifferentpatterns．Sowecanconsider8 autonomyasamultidimensionalcapacity．InChina,researchershaveconductedmanyresearchesonautonomouslearningtoo．Onekindofthoseresearchesfocusedontheaspectofstrategytraining，WanHong(2004)statedthenecessityoftrainingstrategiesofautonomouslearning．Inaddition，shecombinedtrainingforconsciousnessofstrategywithconcretestrategytraining，traininacombinationofbeinginclassandoutofclass．ThensheprovedthatstrategytrainingCanimprovethedevelopmentofacademicrecordandautonomy．Fromtheangleofmulti-media,HuangYili(2006)pointedoutmulti-mediaisbeneficialtostudentsforimprovinglearningefficiency；isbeneficialtoactivatestudents’interestsforlearning；isbeneficialtoimprovetheirselSconfidenceandinitiativeinstudying；isbeneficialforlearningquality；isbeneficialtoestablishtheirsubjectivityinautonomouslearning．Fornetworkapplicationinautonomouslearning，YangXiangling(2006)introducedthreekindsofinteractionininteractiveteachingmodeonInternet,whichincludesinteractionbetweenlearnerandcomputer,interactionbetweenteacherandstudents，interactionamongstudents．Inaddition，shepointedouttheadvantagesofcooperativeteachingmodeonintemet．Therolesofteacherinautonomouslearningalsoreceivedmuchattention．XiaWenhong(2004)putforwardnineteachercharactersaccordingtoanalysisofquestionnaires，namely：organizer’controller,participant，learner,cooperator,prompter,evaluator,helperandresoulv,eprovider．2．2FactorsthataffectTheliteraturehighlightsanumberoffactorsthataffectlearningautonomy,covetinglearningmotivation，learningattitude，teachers，peergroup，learningenvironment．2．2．1LearningmotivationMotivationisanimportantfactorinfluencinglearner’Sautonomouslearning．Inaddition，itaffectsthespeedandresultsoflearningaforeignlanguage．Learningmotivationisaconceptineducationalpsychology,whichmeansinternalpoweranddesireforinspiritingstudentstoacquireknowledge．Non．Englishmajorcollegestudentsregardedmotivationasabeneficialfactorin9 位irautonomouslearning．LiNa(2009)foundthatnon-EnglishmajorstudentshavereaLlizedtheimportanceoflearningautonomyandtheywerealreadyforpracticmgautononIouslearningbyutilizingavarietyofstrategiestoregulatetheirlanguagelearningmotivations．Le砒gmotivationalsohasacloserelationshipwithlearnerautonomy．PanXiujie(20lo)putforwardhisopinion：Firstly,thereisasigni。ficantcorrelationbet、7佗ennon-Englishmajorfreshmen’sEnglishlearningmotivationandtheirlearnerautonom眇Secondly’differenttypesofmotivationarecorrelatedwithnon-Englishmajorfreshmen’sle锄erautonoInytodifferentdegrees：individualdevelopmentmotivationISthehighestwhiIeinfo锄ationmediummotivationistheleastcorrelatedwithlearnerautonomy．WangQiuxiang(2011)gavehersuggestiononhowtoemploystudents’motivatlon内rteaChe蕊ShesaidmotivationofintrinsicinterestshadthestrongesteffectonEnglishautonomollslearning；teachersshouldbeginbyarousingstudents’intrinsicinterestsratherthanengagingdirectlyintrainingautonomouslearning·Theresearchesaboveshowthatlearnerautonomyisalsoaffectedbylearningmotivation．Motivationprovideslearnerswithdrivingforceinautonomouslearningandguidancefordirectingautonomouslearning．Bothintegrativemotivationandinstll曲entalmotivationCanpromoteautonomouslearning，whicharetheresoBl"ceofdrivingforceforautonomouslearning．2．2．2LearningattirudeLe掀gat￡itudemeanslearners’consciousnessoftheseresponsibilitiesheshouldta：keinhislearningandevaluationsforhislearningcapacity．Autonomouslearningcanal∞becalled嬲self．directIedlearning，whichstressestheattitudeoflearning，namelylearnershouldberesponsibleforhisownlearning．W11enpeopletalkaboutacquisitionofsecondlanguage，attitudeandmotivationusuallyappearatthesametime．Wenden(1991)putforwardtwokindsof．蚰port趾tl锐lnlillga：ttitudes：learners’attitudestowardsboththeirrolesandtheirlearningcompetencyintheprocessoflearning．111erefore．autonomouslearningrequireslearnerstotakeallactiveattitudevolulltaIilvforhislearning．Positivelearningattitudecanstrengthenlearningmotivation,锄dthenpromoteforeignlanguagelearning．Wenden(1998)putforwardthatLearner’spoSitive撕tudeswillenhancetheirlearning，makethemactivelyregardthemselvesas10 themain．partoflearning，therefore，theycanhavestronginterestsonlearning，theyarewillingtospendmuchtimeandpaytheirfullattentiontolearning，whichcanleadtoimprovementofefficiencyandeffectivenessoflanguagelearning．ThoughlearningattitudeiSveryimportantforautonomouslearning，mfactonlyasmallpartofstudentsheldseriousattitudestowardstheirautonomouslearning．SongChunyan(2010)statedproblemsinautonomouslearningasfollowings：Firstly,mostofstIldell．tsdon’tunderstandwhatautonomouslearningis，andneverrealizeimportanceandurgencyoflearninglanguageautonomouslyinnewteachingmode．Secondly,studentstreatautonomouslearningwithoutasolemnattitude．2．2．3’I．eaehersAsoneofmostimportantexternalfactors，teachershaveaninfluenceoncollegestudentsinautonomouslearning．Benson(1995)describedrolesofteacherinautonomouslearningclearlyandindetails．Heexplainedthatrolesofteacherwerenowconsideredasfacilitator,helper,coordinator,counselor,consultant,adviser,knowerandresourceinautonomouslearning．Voller(1997)putforwardkeyroleofteachersinautonomouslearningasfollows：Firstly,helpingstudentsplanandcarryouttheirautonomouslanguagelearning，settingupobjective，selectinglearningmaterialandorganizinginteraction·Secondly,guidingstudentstoevaluatetheirleamingprocess，performances．Thirdly,directingstudentstograspknowledgeespeciallyskills(1earningstyles，learningstrategies)inautonomouslearning．Lan&Zeng(2004)statedtheirdifferentopinion，namely,theysaidbothteacher’SandstIldents，roleshouldberedefinedinprocessofautonomouslearningandteacherisempoweredwithmoreexpectationsandresponsibilitiesforreasonthatteacher’Sguidanceandsupportaleoneofcrucialfactorsinenhancingstudents’learnerautonomy．Fromresearchesabove，teachershadbetterfosterstudentshowtotakemorercsponsibilitiesfortheirautonomouslearninginprocessoflearningEnglish，atsalTletimehelpthemtoobtainbetterlearningmethodsandstrategiesinordertomakethemaccomplishtransitionfromdependentlearningtoautonomouslearning．11 ⑨硕士学位论文MASTER’STHESIS2．2．4PeergroupThedevelopmentofabilityforautonomouslearningcouldbeviewedasaprocessofinternalizingexternallearningskillsbyobservations，imitation,self-control，andself-regulation．Compared丽tlladults，peergrouphavemoresimilarities、Ⅳitlleachother,thesuccessfullearnerinthepeergroupcouldbethemodelforimitatingpossibly(Schunk,1994)．Peopleusedtoconsiderstudents’askingforhelpsaslackingofcapacity,dependence，andimmaturity．However，recentresearcheshaverealizedstepbystepthatseekinghelpsfrompeersinlearninghasapositivemeaning，whichisnotonlyanimportantsocialinternationalprocess，butalsoessentialadjustablestrategyforautonomouslearning(Schunk&Zimmerman，1994)．Pang(2003)putforwardthatpeershaveaninfluenceonlearners’autonomouslearninginatleastthreeaspects：Firstly,thebehaviorsofpeergroupinautonomouslearningCansetagoodexampleforindividual．Secondly，therelationshipamongpeersaffectsthewayofseekinghelps．Thirdly,learningbehaviorsandacademyachievementsofpeergroupaffectsthelearners’evaluationforautonomouslearning．Alearnerevaluateshisautonomouslearningbyindividualcomparisonandgroupcomparison：theindividualcomparisonmeansthelearnercompareshisachievementsinonesubjectwithachievementsofanothersubjectinordertoevaluatehisownlearningcapacity；thegroupcomparisonmeansalearnercompareshisorherowncapacity、析Ⅱltheachievementsofthepeersinthesamesubject(XuJinfen,2007)．2．2．5LearningenvironmentLearner’Sautonomyisalsorestrictedbylearningenvironment；thedegreeoffreedomaboutlearner’Schoicesdependsonresourcesandenvironmentforautonomouslearning．Inwesterncountries，severalresearchersdidresearchesonleamingenvironmentinanearlytime．Forinstance，Zimmerman(1996)classifiedthelearningenvironmentintotwocategories：socialenvironmentandmaterialenvironment．Hebelievedthatinanenvironmentasthesociety,themodelforimitating，peers，teachers，influenceandsupportsfromfamilymemberscanhaveadeepinfluenceonautonomouslearning；inmaterialenvironment，informationresourceandlearningplacealsoaffectautonomous ⑧硕士学位论文MASTER’STHESISlearning．Soinfaceofcomplicatedtasks，learnerscancommunicateanddiscussthemwimpeersandteacherstoseekfor“enough”help．Thiskindofhelpdoesn’tmeancountingonothersexcessively,butthecooperativelearningwithmoreenlightenmentandclues，whichbenefitsthemmutuallyinlearning．Basingontheresearchesofwesternscholars，XuJinfen(2007)putforwardhisopinionoflearningplace：“Whenitcomestolearningplaceatschool，theleamingplaceCan’tbelimitedtotheclassroom．Library,readingroom，networkedclassroom，anddormitory,allcouldbethelearningplace．Autonomouslearningrequiresschooltoprovidemorelearningplaceswhichareequippedwithrelevantfacilities，toimprovecontinuouslyresourceplatform，whichCanenablestudentstofindsuitablelearningplacesandfindbooksandinformationfortheirleaning”．Payingattentiontolearningenvironment，ZhangSiyou(2012)putforwardproblemscausedinself-accessautonomouscenter，suchaslearningcardedoutbystudentsareinefficientlyautonomous，resourcesforautonomouslearningarelimited，managementarepoor．IntheresearchesabroadandinChina,familyandschoolaretwokeyfactorsinfluencedlearnersinautonomouslearning．WhetherfamilyandschoolCanprovidesuitablelearningenvironmentdeservesgreatattention．BecauselearningatmosphereinthetwoenvironmentscausesdirectinfluencewhichCan’tbeneglected．Soschool，family,teachersandparentsshouldprovidesufficientlearningresourcesandcreatefavorableenvironmentforautonomouslearningfor1earners．2．3Challengesandstrategiesofdevelopinglearningautonomy．Therearemanyobstaclesforbothteachersandstudentstoovercomeinfosteringstudents’abilityforautonomouslearning．Foronething，therewereseveralproblemsnon—Englishstudentsmetintheprocessofautonomouslearning．Du(2011)didresearchonautonomouslearninginordinarycolleges；hefoundthoseproblemsasfollows：firstly,studentswerenotawareofhowimportantautonomouslearningWas．Secondly,studentslackedofinformationverymuchaboutEnglishautonomouslearningstrategies．Thirdly,students’self-monitoringabilitywhichwasappliedintheprocessofautonomouslearningWaslow．Fourthly,studentsdidn’thaveastrongmotivationforcollectinglearningresourcewhichwasmadeuseof ineffectively．Foranother,therewerelagerchallengesforhighervocationalschoolsinautonomouslearning．HanChaohui(20l1)drewconclusionsaboutchallengesforautonomouslearningfromsevenhighervocationalschoolsinSichuanprovince．Theywerelistedasfollows：Firstly,studentshaddifferentopinionsforEnglishlearning．Forlearningattitude，majorityofstudentswerekeenonEnglish．Ontheonehand，theywantedtolearnitwellbutwereconfusedatthesametime．Ontheotherhand，theywerenotsatisfiedwithpresentlearningstatebutdidn’tknowhowtoimprovetheirlearning．Secondly,students’listening，speaking，reading，writingskillsremainedatalowlevel．Thirdly,mostofstudentslackedofautonomouslearningability,didn’tunderstandwhatcorrectattributionsforEnglishlearningwere．Inordertocope埘廿lthesechallengesinautonomouslearning，teachersfromdifferentkindsofschoolputforwardtheiropinions．Therolesofteacherinautonomouslearningareoftenemphasized．YanLili(2011)putforwardheropinionsasfollows：Firstly,provideenoughchancesforeveryonetojoininSOastopushstudentsforwardtolearnautonomously．Secondly,fosterstudents’interestforEnglishindifferentwaysinordertomotivatethemtolearnautonomously．Thirdly,designteachingmethodsonpurposeforguidingstudentstolearnautonomously．Theotherteacherssuggestedmakingfulluseoftheusefulfactorstopromoteautonomouslearning，justlikeLUYan(2011)wroteinherpaper：Firstly,whenteachersfosterlearnerautonomy,theyshouldfollowtheprincipleofgradualimprovement．Secondly,teachersshouldbeginwimarousingstudents’interesttonurturestudents’autonomouslearningability．Thirdly,tryingbesttoprovideaharmoniouslearningenvironmentinordertofosterstudents’abilitytoexploreautonomously．Fourthly,makingfulluseofnetworktocarryoutautonomouslearningstrategies．Inaddition,ZhangYing(2011)hadtwonewrecommendations：Firstly,improvingstudents’self-efficacy．Secondly，makingfulluseofthefunctionofteacher’Sguidance． 3．ResearchDesignandMethodologyThischapterdealswithresearchdesignandmethodologyadoptedforthisstudy．It沁ludestheresearchobjectives，researchquestions，subjects，instruments，andprocedureofdatacollection．3．1ResearchobjectivesandresearchquestionsTheobjectiveofthisresearchwastocollectinformationaboutautonomouslearningiIlthefirstsemesteramongfreshmen．ItspurposeWastoinvestigatewhetherthelevelandcapacityofautonomouslearninghavebeenimprovedornotafterollesemester．TheresearchWasdesignedtoanswerthefollowingquestions：1．Whatisthegenerallevelofautonomouslearningamongnon-EnglishmajorfreshmenatthebeginningofthefirstsemesterinHubeiPolytechnicUniversity?2．Afterthefirstsemester,comparedwiththatatthebeginningofthesemester,aretheremuchobviouschangesinout-of-classautonomouslearningamongfreshmen?Whatarethereasonsforthosechanges?3．珊latare110ta_bledifferencesinautonomouslearningbetweenhi曲‘scoregroupandlow．scoregroup?3．2SubjectsoftheresearchHubeiPolytechnicUniversity(HBPU)isacommonmulti-disciplinaryuniversityfocusingonEngineeringwithfacultiesinengineering，naturalscience，econOlnlcs，management，medicine，literature，educationandarts．Fornon-EnglishmajorundergraduateinHBPU，theylearnseveralunitsmallEnglishtextbookpersemester,whichlastsfortwoyearsfromBookOnetoBookFour．Eachunitiscarriedoutbyfourperiods．Inthefirstandsecondperiod，teacherwoulddealwithonepassageandhandleexcisesrelatedtothepassage．Differentactivitieswouldbeheldinthethirdperiod(forimprovinglistening，speaking，reading，writingskills)．Inthefourthperiod，foreignteachersteachthemspokenEnglishbydifferenttopics．Illaddition．ineachsemesterstudentsarerequiredtoleamontheautonomous learningplatformatleastfor40hoursallbythemselvescompletingthetasksassignedbyteachersandexercisestheychooseforthemselvesfromtheplatform．Theautonomousplatformisfilledwithrichresource，inwhichnotonlycouldstudentslearnknowledgecloselyrelatedtotheirtextbooks(awebsite，whichgoeswithtextbooks，providesthesamecontentoftheirtextbookandanswersforexercisesineachuni0，buttheyalsocouldlearnsupplementarymaterialsincludingvideofiles(suchasspeech，Englishmovies)，audiofiles(suchasEnglishsongs，newsbroadcasting)，exercisesforCET-4，CET-6，andprogramsformemorizingwords．Basingonthefunctionofobservationinthewebsite，teachercouldobtainall—aroundinformationaboutcontentwhichiscloselyrelatedtotheirtextbooks(includingfrequency,timelength，andcompletedresultsofexercises)．Toensuretherepresentativenessoftheresearchsubjectsfrombothmajorofartandmajorofscience，100subjectswereselectedfromfinancialprofessionalandengineeringsupervisionmajor．Inthisway,theproportionofmentowomenwasbalanced，51ofthemweremaleand49ofthemwerefemale．BasingonthemarksofPracticalEnglishTestforCollegesLevelA(PP也TO-A)，thetop25％studentsweredividedintothehigh-scoregroup；thebottom25％studentsweredividedintothelow-scoregroup．ThenumberofstudentsineachgroupWas25．TheauthorisanEnglishteacherinHBPUSOthatheCangetfirst-handinformationaboutthisresearchfromhisownstudents．3．3InstrumentsResearchinstrumentsincludedquestionnaire，．interview,diary,andobservation．Theywereemployedtoobtainthefurst-handinformationaboutsubjects’out-of-classautonomouslearning．3．3．1QuestionnairesTherearetwoquestionnaires：thequestionnaireaboutseveralaspectsinautonomousandthequestionnaireaboutimprovementinautonomouslearning．Twoquestionnairesareconsistentincontent．Eachquestionnaireismadeupoftwoparts．Thefirstpartconcemspersonalinformationaboutstudents(namely,name，major,scoreofPRETO—A)．Thesecondpartisa37一itemquestionnaire．Thecomponentsofthequestionnairearemotivation (4items)，theopinionsabouthowtheirautonomouslearningcarlbeenhanced03items)．Studentswereaskedtorespondtoeachitemona5-pointlikertscale，rangingfrom“absolutedisagreement(1)”to“absoluteagreement(5)”．3．3．2Interviews12studentswereselectedtojoinintheinterviewonpurpose．1’IleywerechosenaccordingtotheirscoresinPRETCO-A．3boystudentsand9girlstudentsconductedafacetofaceinterviewafterclassinafreeandrelaxingenvironmentwithouttape-recording．Thecontentofthisinterviewconcludedconceptofautonomouslearning(1question)，degreeofautonomouslearning(1question),timelengthofautonomouslearning(1question)，contentofautonomouslearning(1question)，learningeffectiveness(1question)，andsupportsinlearning(2questions)，self-evaluation(1question)andsuggestionforautonomouslearning(1question)．AUthequestionsforinterviewweretranslatedintoChineseSOastomakethemunderstoodeasily．Duringtheinterview,studentswereencouragedtotalkatwillonthosetopicsinChinese．Noteswerewrittendownastheusefuldatafortheresearch．Thesedatamayshowstudents’trueexperienceandattitudestowardstheirautonomouslearning．3．3．3Diary12studentswereselectedtowriteEnglishdiariesforout-of-classEnglishlearningfromthebeginningofOctobertotheendofDecemberin2012SOastohelpauthortoobservetheirout-of-classautonomouslearning．Ononehand,diaryCanrecordstudents’learningcontentandstateinatruthfulway,whichCanhelpauthorgetmuchinformationabouttheirautonomouslearning．Ontheotherhand，diarycouldreflectstudents’learningafterclass，whichisagoodwaytocomplementin-classobservationdata．Fromstudents’diaries，authorCanhaveabetterunderstandingofthelearningmaterialstheyused，thelengthoflearningtimetheyspent，thelearningplacestheywentto，thedifficultiestheymet，theirsolutionstothosedifficulties，weakpointsandreflectionsontheirautonomouslearning．3．3．4ObservationsInthisresearch，theroleoftheauthorWasnotonlyaninterviewer,butalsoan17 observer．NotonlydidtheauthorobservestudentsinEnglishclassandinautonomousleamingclassroom，buthealsoobservedstudentsbyonlinecommunicationandlearningrecordingsystemoncomputer．Afterobservationinandoutofclass，theauthorhadaclearideaaboutstudents’performanceinlearningEnglish．3．4Procedurefordatacollection111edatacollectionWasdividedintofourstages．Atthefirststage，thefirstquestionnaireinvestigationWasconductedinanEnglishclassatthebeginningofthefirstsemesterinOctober．Atthesecondstage，foroneⅡling，12studentswereselectedforwrit吨learningdiaryandjoiningintheinterviews．Foranotherthing，theauthorWasobservingthe12studentsaccordingtotheirperformancesinEnglishclassandEnglishassignments．Bothoftwotaskswerebeingcarriedoutuntiltheendofthefirstsemester．Atthethirdstage，thesecondinvestigationWascompletedbyusinganotherquestionnaireattheendofthesemesterinDecember．Inbotlloftwoquestionnaireinvestigation，thesame100subjectsjoinedintwice．EverytimethequestionnaireinvestigationwasconductedinanEnglishclass．111eauthor,alsotheteacheroftheclassconductedthequestionnairedistributioninpersoninordertomakestudentshaveaseriousattitudetowardsit．AttheFourthstage，thedatacollectedfromthequestionnaireswereanalyzedbySOttWareSPSS13．0．DescriptivestatisticsWasemployedtoworkoutanalysisanddiscussion．Independent—sampleT-testwasappliedtojudgewhetherthereweremanynotablechangesinstudents’autonomouslearningafterthefirstsemester．Paired-sampleT-testWasusedtofmdoutwhetherthereexistedremarkabledifferencesbetweenhigh-scoregroupandlow-scoregroupinautonomouslearning．Inaddition，theusefuldatafrominterviews，theauthor’Sobservations，andstudents’diariesWascollected，whichcanreveallearners’leamingmotivation，learningmaterials，difficultiesinlearning，solutionsforcoping、Ⅳimproblems，capacityforautonomousleaming，andstudents’opinionsabouthowtheirautonomouslearningcouldbeenhanced． ⑧硕士学位论文MASTER’STHESIS4．ResultsandDiscussionThischapterpresentsanddiscussestheresultsfromthequantitativeandqualitativedata．Themajorcomponentsofdiscussionincludeslearningmotivation，learningmanagement，learningcontent，learningability,learningenvironment，solutionstoself-improvement,anddifferencesbetweenhigh-scoregroupandlowscoregroup．4．1Overalllevelofautonomouslearning4．1．1LearningmotivationTable4．1Students’LearningMotivationAbsolutelyStronglyAbsolutelySig．ItemagreetNdisagreeagree(2-tailed)1．ObtainPre-testO％6％47％30％17％0．5811000．563Joy．．．Post-testl％19％27％33％20％2．BekeenPre-test6％18％32％23％2l％onarts，0．8601000．392literatures，Post-test4％24％30％28％14％customers．．．3．purposesPre-test9％5％28％30％forpassing0．5331000．595CET4and6．Post-test7％9％27％35％22％4．PurposesPre-test5％28％26％29％12％for．1．8621000．066postgraduatePost-test7％15％24％34％20％exam．．．ItwasfoundinItem1thatPre—figureishigherthanthepost-figure，whichshowsadeclinedenjoymentafteronesemester．Inthelearningdiary,Subject3spentmostofhistimeinpracticinghisEnglishskills，andonlywatchedEnglishmoviestwice，listenedtoEnglishPopmusicfourtimes．Intheinterview,afewstudents(Subject2，3，8，10)said19 ⑧硕士学位论文MASTER’STHESIStheyhadabusylearningscheduleeverydayafterafewrelaxingdaysatthebeginningofthissemester．Indailylifestudentshadtodevotedmuchtimetostudying，whichwasareasonforkeepingthemawayfromenjoymentinlearningEnglish．ItwasalsofoundinItem4thatmoreandmorestudentshopedtocreatefavorableconditionsforfuturepersonaldevelopment．Intheinterview,Subject1saidthatherpurposeoflearningEnglishWaStopassCET-4and6，andmadeagoodfoundationforbecomingapostgraduateinthefuture．Subject7saidthatleamingEnglishwellWasoneofimportantfactorsforfmdinganidealjob．HehopedtoimprovehiminlearningEnglishwitllmorehelpfromteachersinthefuture．4．1．2LearningmanagementTable4．2Students’PerceptionofLearningManagementAbsolutelyStronglyAbsolutelySig．ltemagreetNdisagreeagree(2-tailed)5．IcallPre-test0％20％42％28％10％OverCOmeunfavorable一1．330100O．186，affectivePost-test1％18％36％30％15％factors．．．6．IreviewPre-teSt4％34％44％14％4％whatIhave-2．3531000．021lcantinPost-test5％25％38％21％ll％advance．．．7．IsetPre-test3％29％43％20％5％short-termand一2．8211000．006long-termPost-test2％18％4l％32％7％learninggoals．．．8．IarrangePre-test4％20％41％29％6％．．5411000．590learning20 ⑨硕士学位论丈MASTER’STHESIStasksandtimesPost-test2％22％39％29％8％accordingtO⋯9．1turntoPre．teSt4％24％38％25％9％classmates1．2671000．208andteacherPost-test4％25％39％25％7％forhelp⋯10．IturntoPre-teSt27％42％25％5％1％teacherforhelpby．2．2581000．026usingQQPost-test21％36％32％7％4％software．．．Inthetable4．2，therewerethreeremarkablechanges：studentsimprovedthemselvesapparentlyinitem6，7，10．ItwasfoundinItem6thatmorethanhalfstudents(70％)couldreviewandsummarizewhattheyhadlearntattheendofthefirstsemester．Intheinterview,severalstudents(Subject3，6，7，8，10，and11)saidthatTextbookOneWasoneofmainlearningresources．Inlearningdiaries，Subject1ottenreviewedwhatshehadleant．Inaddition，Subject5gatheredhernotestogetherafterlearningeachunit．Studentsbelievedtheycouldbenefitfromtheirtextbooks．ItWasalsofoundinItem7，amajorityofstudents(80哟hadknownhowtosetlearninggoalsafteronesemester．Intheinterview,subject7saidthathelearntmethodsonhowtosetuplearninggoalswiththesupportfrompeers．Subject10alsosaidteacherhadtaughtherhowtosetuplearninggoal．Sopeersandteachers’helpcontributedtotheimprovementinItem7．ItWasfoundinItem10thatmoreandmorestudents(from31％to43％1hopedtoturntOtheirteacherforhelp．Inthelearningdiaries，Subject1wroteshewantedtogetmorehelpandsuggestionfromteachers．Inaddition，Subject9expressedshehopedtobeguidedandhelpedbyteachers，shefeltherautonomouslearningcouldn’tbeconductedwithoutthesupportofteachers．Intheinterview,Subject5saidthatteachertoldherhowtoconductautonomouslearning，whichbenefitedheralot．Subject12saidshebenefited2l ⑨硕士学位论丈MASTERlSTHESISfromherteacher’Sadvice，forinstance，theadviceonhowtomemorizenewwords．StudentscouldobtainbeneficiMsuggestionandguidancefromteacher，whichwasaneffectivewaytOsolveproblemsintheprocessoflearning．4．1．3LearningcontentTable4．3Students’PerceptionsofLearningContentAbsolutelyStronglyAbsolutelySig．ltemagreetNdisagreeagree(2-tailed)11．IoftenPre-test23％45％22％8％2％listento．2．3061000．023EnglishPost-test14％46％21％15％4％broadcasting⋯12．IoftenPre-test4％24％46％2l％5％apply-4．4151∞0．000autonomousP0st-teStl％11％40％34％14％learning．．．13．IpracticePl℃．test26％4l％26％7％0％English．5．1851000．000Post-test8％38％32％17％5％dialogue．．。14．IoftenreadPre-test6％30％26％21％17％English12．2191∞0，029newspapers，POSt．teSt2％16％31％35％16％magazines．．．15．WhatIreadPre-test12％38％30％15％5％mostare-4．309l∞0，000materialsinPost-test3％28％37％2l％1l％intensive⋯16．IoftenkeepPre-test31％46％17％5％1％adiary、write．3．4331000．001acompositionPost-test22％36％29％8％5％Or⋯ ⑧硕士学位论丈h&ASTER’STHESIS17．IdOthesePre-test7％24％42％21％6％corresponding．1．0621000．291Post-test4％22％41％27％6％training．．．18．1oftenPre-test3％33％43％16％5％prevmw、-2。2091000。029reviewtexts，Post-test3％20％45％26％6％anddo．．．Itwasfoundinthetable4．3thatstudentsmadeeffortsinlearningEnglish，whichcausedseveralsignificantchanges．ItWasfoundinItem1thatonesemesterlater,therewerelessthanhalfstudents(40％)listenedtoEnglishbroadcastingSOastopracticetheirlisteningskills．Inlearningdiaries，Subject2wrotehislisteningskillWasnotgoodenoughSOthathewantedtodomorelisteningexercisestoimproveit．Inaddition，Subject3wasnot,satisfied谢廿1hislisteningabilityintheprocessofpreparingforCET-4，SOhepracticedmoreandmoreafterward．Students’desireforimprovementoflisteningskillsandabilitycausedtheremarkablechange．ItwasalsofoundinItem12thatmorethanhalfstudents(72％)oftenpracticedtheirEnglishskillsonautonomouslearningplatform．Attheendofthissemester,alargenumberofstudents(88％)continuedtolearninthesameway．Thechoicesof“4”and“5”increasedtoacertaindegree．Intheinterview,Subject5saidthereWasrichleamingresourceonautonomousleamingplatform，whichcould,savehertimeandenergytofindthem，andshecouldchooseanykindofleamingresourcestolearnfreely．Inthediary,Subject8wrotethatpracticingonekindofEnglishlanguageskillforalongtimeWasveryboring．However，ontheautonomouslearningplatformshecouldpracticeanotherskillifshefeltboring，whichcouldmakeherlearnEnglishlongerthanbefore．Mostofstudents(88％)benefitedfromtheEnglishautonomouslearningplatform，whichcausedthesignificantchange．ItWasfoundinItem13thatthenumberofstudentswhooftenpracticedEnglishdialogue沥tllclassmatesincreasedfrom33％to54％．Inlearningdiaries，Subject5wroteshepracticedoralEnglishbymakingdialoguesinEnglishforthreedaysinordertoprepareforrole—play．Inthediary,Subject8describedtheenjoymentofcommunication、析tllforeignEnglishteachers．TheoralEnglishassignmentsand ⑧硕士学位论丈MASTER’STHESISenjoymentofcommunicationweretwofactorswhichmightcausethisremarkablechange．ItwasalsofoundinItem14thatthenumberofstudentswhooftenreadEnglishnewspapers，magazines，novelsandwatchedmoviesWasincreasedfrom64％to82％．Intheinterview,Subject4saidshemadeuseofmagazinesandEnglishmoviestoleamEnglish．Inthelearningdiaries，Su场ect3and8bothmadefulluseofEnglishmoviestolearnsomeusefulphrasesandexpressionsinoralEnglish．Itshowedthatamajorityofstudents(82％)didIl’tonlycountedontheirtextbooksandlearningplatformtogainEnglishknowledge．ItWasfoundinItem15thathalfstudents(50％)preferredtoreadthematerialsinintensivetextbooksinthepre—test．Moreandmorestudents(69％)acceptedthesamewaytoimprovetheirreadingskillinpost-test．Intheinterview,allthesubjectschosetextbooksasoneofmainlearningmaterials，whichmeantstudentsconsideredtextbooksasanimportantandnecessarylearningt001．Inthelearningdiaries，Subject5wrotethatcomparedwithotherlearningresources，textbooksdirectlyprovidedtheknowledgeshehadtomasterandshecouldlearnknowledgesystematically．ThisremarkablechangemeantmoreandmorestudentsgraduallyrealizedthatthetextbookWasmoresuitableforthem．ItwasalsofoundinItem16thatafteronesemestermoreandmorestudents(from23％to42％)woddliketopracticetheirwritingskills．Intheinterview,Subject9saidsheseldomdidwritingexerciseb戗7,auseshedidn’thavepurposesofdoingit，whichWasagreedonbySubject7，10，11．However,inthelearningdiaries，Subject1wrotetherequirementofwritingacompositioninCET-4WasharderthanthatinfinalEnglishexaminationinhighschool，shehadtodomorewritingexercisestoimprovewritingskills．Subject1alsowroteinherdiarythatitwashardforhertoaccomplishwritingtaskassignedbyherteacher．Therefore，shewouldliketospendmoretimeonpracticingwriting．Students’desireforimprovingwritingskillscausedthissignificantchange．ItWasfoundinitem18thatmoreandmorestudents(from64％to77％)madeprogressinmakinguseoftextbooksindependently．Inthelearningdiaries，Subject10expressedheropinionthatthepassagesintextbookweredifficultforhertounderstandSOthatsheshouldpreviewtheminadvance．Inaddition，shefoundthatdoingexercisesineveryunitWashelpfulforconsolidatingwhatshehadlearntineachunit．Subject1224 saiditwaseasytoforgetwhatshehadlearntinthetextbook．Therefore，shedecidedtoreviewtextbooksonceaweek．Thisremarkablechangemeantstudentsmadefulluseoftextbooksandbenefitedalotfxomthem．4．1．4LearningabilityTable4．4Students’PerceptionofTheirLearningAbilityAbsolutelyStronglyAbsolutelySig．ItemagreetNdisagreeagree(2-tailed)19．IoftenP∞．teSt15％42％32％8％3％discussand．3．7381000．000communicatePost-test6％34％37％19％4．％with．．．20．IoftenaskPre-test6％28％34％26％6％foradvices，．．4321000．667helpsandPost-test5％21％47％20％7％suggestions．．．21．Imayfind10％33％40％12％5％Pre-teStoutexisting．5．2361000．000problemsandPost-test2％12％50％27％9％solutions．．．22⋯．1willPre-test28％39％24％4％5％feedbackto-9．8351000．000teacherandPost-test1％16％43％26％14％askforhelp．23．．．1willtryPre-test5％29％40％23％3％toapplyother一3．8301000．000people’SPost-test1％18％35％36％10％learning．．．Thetable4．4showsthatnearly80％studentshadastrongdesiretolearnactivelyinautonomouslearning．TherewereremarkablechangesinItem19，21，22，23．namely,moreandmorestudentsdevotedthemselvesintoautonomouslearningattheendofthissemester． ⑧硕士学位论文MASTER’STHESISItwasfoundinitem19thatatthebeginning,lessthanhalfstudents(43％)wouldliketocommunicatewitheachother．Attheendofthefirstsemester,morethanhalfstudents(60％)exchangedtheirideasandopinionsoneanother．Intheinterview,Subject3saidthatheoftentumedtoclassmatesorroommatesforhelpintheprocessoflearning，andinmostcaseshecouldsolveproblems、析tllpeers’support．Inaddition,Subject7saidthatclassmatesoftenfacedthesameproblems．Iftheycouldshareexperiencestogether,theywouldsolveproblemseffectivelyandsavemuchtime．ItWasalsofoundinItem21thatmorethanhalfstudents(57％)knewhowtosolvetheseproblemstheycor血ontedintheprocessoflearninginthebeginning．Thenalargenumberofstudents(86％)understoodhowtodealwiⅡ1learningdifficultiesattheendofthefirstsemester．Inthelearningdiaries，Subject1reflectedherstudyingoftenandtriedtofindthesolutionstomakeherstudyingeffective．Inaddition，whenSubject3confrontedproblemsinstudying，hecouldthinkthemoverandcameup诵tllgoodideasforimprovement．Subject6didherbesttocontrolherselfintoagoodstate，andtriedtouseotherlearningmethodstoimproveherEnglish．Studentsobtainedtheabilitytocopy、Ⅳitlldifficultiesintheprocessofhandlinglearningproblems．ItWasfoundinitem22thatthenumberofstudentswhofedbacktheirineffectivelearningtotheirteachersWasincreasing(from33％to83％)．TheevidenceforthisremarkablechangeWasthesameasevidenceinItem21．Namely,studentsgraduallyobtainedtheabilitytocopy、析t11difficultiesintheprocessofhandlinglearningproblems．Therefore，theycouldbeindependentstepbysteptosolveproblemsinlearningwithoutteachers’support．ItwasalsofoundinItem23thatmoreandmorestudents(from66％to8l％)wouldliketotryotherstudents’learningmethodsinordertoimprovetheirlearningeffect．Intheleamingdiaries，Subject8oncefoundthenewwordswerehardtomemorize，andsheturnedtoherroommatesforheIpandimitatedroommates’learningmethods．Aftermakingsentencesbynewwordsshefoundshecouldmemorizenewwordseffectively．Subject7and10alsoaskedforhelpfromclassmatesandsuccessfullysolvedproblems．Whenfacingthesamelearningproblems，peerscouldbenefitfromother’Slearningmethodsandhavethechancetosucceed ⑧硕士学位论文MASTER’STHESIS4．1．5LearningenvironmentTable4．5AutonomousLearningClassroomAbsolutelyStronglyAbsolutelySig．ItemagreetNdisagreeagreef2一tailed)24．IneedthePre-test4％5％19％36％quietlearning1．8421000．068Post-test0％7％36％34％23％environment．．．25．IneedthePre-test4％8％23％38％27％atmospherein0．2351000．814autonomousf’Ost．testl％3％41％33％22％learning．．．26．IneedthePre—test7％24％39％21％9％supportfrom．0．6211000．536peersinPost-test2％26％42％22％8％autonomous．．．ItwasfoundinItem24thatmostofstudents(931：呦couldmakefulluseofautonomouslearningplatformtoleamEnglishattheendofthefirstsemester．Intheinterview,subject10saidsheWassatisfied、析tllautonomouslearningplatform．Foronething，shecouldleamvariouslearningresources．Foranother,shecouldconcentrateonlearninginthequietlearningenvironment．Subject5saidshewouldnotgiveuplearningeasilywhenshesawotherssetagoodexampleforlearningEnglishintheautonomouslearningclassroom．Table4．6AutonomousLearningPlatformAbsolutelyStronglyAbsolutelySig．ItemagreetNdisagreeagree(2-tailed)27．IneedPrc；—test7％14％30％27％22％theEnglish一0．9431000．348moviesandPOSt—test3％13％26％39％19％songs···28．IneedtoPre．test5％9％31％30％25％0．3951000．69427 ⑨硕士学位论文MASTER’STHESISemployautonomousPost-test2％9％34％40％15％learning．．．29．IneedtoPre．test3％10％38％29％20％applythe．0．6141000．540resourcesPOSt—teSt1％8％36％40％15％from．．．30．IneedtoPre-test4％11％28％34％23％prepareforGrading4．1601000．000TestbasingPost-test5％22％45％17％1l％On．．．Itwasfoundinitem30thatthenumberofstudentswhopreparedforGradingTestbasingonautonomouslearningplatformdecreased．Intheinterview,Subject3saidthatthelearningresourcerelatedtoCET-4wasoutofdateanddidn’tupdateforalongtime．Evenworse，somepartsofthoseresourcescouldn’tbeusedtopracticelisteningforlackingofmp3files．Subject1，2and6agreed谢也him．Inaddition，Subject1saidshetumedtosearchforotherexercisesonintemetwhensheaccomplishedalltheexercisesrelatedtoCET-4onautonomouslearningplatform．Table4．7ResourceonIntemetAbsolutelyStronglyAbsolutelySig．ItemagreetNdisagreeagree(2-tailed)31．improvePre-test3％26％35％26％10％skillsof．3．3751000．001listening,Post-test4％8％28％35％23％speaking⋯32．IneedPre．test5％16％33％29％17％teachingresources0．9201000．360onthePost-test2％16％47％24％11％internet⋯ ⑧硕士学位论文MASTER‘STHESISItwasfoundinItem31thatmoreandmorestudents(from71％to88％)couldmakefulluseoflearningresourceontheintemettopracticetheirEnglishskills．Intheinterview,Subject4saidinthebeginningshedidn’tknowhowtooperatecomputerandsurftheinternet．Withthehelpofherroommatesshecouldsurftheinternetindependentlyafterseveraldays．Thenshecouldmakeuseoflearningresourceontheinternet．Subject8saidthemoretimeshespentoninternetinsearchingforlearningresource，themorebeneficialEnglishwebsitesshecouldfind．Students，especiallythegreenhand，neededsometimetounderstandhowtooperateacomputertosurftheintemetandtoknowhowtosearchforusefulEnglishwebsites．4．1．6Solutionstoself-improvementTable4．8Self-improvementAbsolutelyStronglyAbsolutelySig．ItemagreetNdisagreeagree(2-tailed)33。needPre—teStlO％28％31％24％7％teacherto．1．6941000．093guidehowtoarrange···Post-test4％20％43％22％ll％34．1needPre-test2％19％36％26％17％teacherto3．272100O．00lhelpmeanalyze．．．Post-test17％24％29％22％8％35．IneedPre-test7％20％32％29％12％materialsfor0．87l1000．386listening，speaking．．．Post-test5％23％43％20％9％36．IneedPre-test3％14％36％28％19％teacherto2．5941000．011teachmePost-test6％24％39％19％12％methods．．．37．IneedPre．test4％15％3l％29％21％teacherto3．6321000．000monitormyPost-test2l％19％29％22％9％learning．．． ⑨硕士学位论文MASTER’STHESISItcouldbefoundinTable4．8thatthesignificantchangesexistedinitem34，36，37，ItwasfoundinItem34thatonesemesterlater,moreandmorestudents(from21％to41％)didn’tneedteachertohelpanalyzewhethertheirautonomouslearningwereeffectiveornot．Foronething，theyhadknownhowtoanalyze．Intheinterview,Subject5saidsheWassatisfied谢tllsupportfromteachers，oneofthereasonswasherteachertaughtherhowtoanalyzetheeffectofherautonomouslearning．Foranotherthing，theycouldseekforassistancefromcomputersystem．Inthelearningdiaries，Subject6wroteshemadeprogressbecausetheresultsofdoingexercisesprovidedbycomputersystemwerebetterthanbefore，whichmeantcomputersystemcouldhelpstudentstoanalyzetheirlearningeffect．ItwasfoundinItem36thatafteronesemester,studentsgraduallyreducedtherelianceonteachersforobtaininglearningmethodsandstrategies．Ontheonehand，studentscouldseekforhelpfrompartners．Intheinterview,Subject4saidshecouldobtainhelpandsupportsfromclassmatessuchasenquiringinformationaboutEnglishgrammars，exchanginglearningstrategiesandmethods，sharinglearningmaterials，encouragingeachother．Ontheotherhand，studentscouldbegrad砌lyindependenttotrymanymethodstheythoughtouttoimprovetheirlearning．Inthelearningdiaries，Subject1，3，6triedseverallearningmethodstoimprovetheirlearningeffectwhentheyfelttheirlearningWasineffective．ItwasfoundinItem37thatonesemesterlater,moreandmorestudents(from19％to40％)didn’tneedteachertomonitortheirautonomouslearning．Inthelearningdiaries，Subject6wrotethatatthebeginningofautonomouslearningsheWaseasytofeelupsetandwantedtogiveuplearningEnglishwithoutteachers’monitor．However，afteramonthsheWasusedtolearningEnglishforalittlelongerwithoutteachers．Inaddition，shetriedtocalmdownbeforelearningEnglish．Intheinterview,Subject12saidherpartner,whowaspatientinautonomouslearning，setagoodexampleforher．Shelearnthowtocontrolherselffromherpartnerinlearning．Sotheimprovementofself-controlandinfluenceofpartnercausedtheremarkablechange．30 4．1．7Differencesbetweenhigh-scoregroupandlow-scoregroupTable4．9Students’LearningMotivationHighscoregroupLowscoregroupSig．Itemstd．t(two—tailed)McanMeanDeviation1．Obtainjoy．．．3．52001．157583．44001．122500．2480．8052．Bekeenonarts，3．20001．000003．24001．12842．0．1330．895literatures，customers⋯3．Purposesforpassing3．36001．220663．00001．290991．013O．316CET4and6．4．Purposesfor3．20001．098483．04001．040830．5290．599postgraduateexam．．．Itwasfoundin。IIable4．9thatthereWasnoremarkabledifference．BothgroupShadastrongmotivationinlearningEnglishfromitem1toitem4．Bothhigll—scoregroupandlow-scoregroupobtainedjoy,andwerefolldofsearchingforinformationaboutforeignculture，whichcouldbefoundinitem1and2．ItwasfoundinItem3thathigh—scoregrouphadastrongermotivationinCET-4thanlow-scoregroup．Intheleamingdiaries，studentsinhigh—scoregroupbeguntoprepareforCET-4，butafewofstudentsinlow-scoregrouppreparedforit．BothtwogroupsbelievedEnglishWasbeneficialfortheirfuturepersonaldevelopment，whichcouldbefoundinItem4．Table4．10Students’PerceptionofLearningManagementHighScoTegroupLowscoregroupSig．ItemStd．t(two-tailed)MeanDeviation5．Icanovercomeunfavorableaffective3．16000．986583．16∞1．143100．0001．000factors．．．6．IreviewwhatIhave3．12001．098483．04000．927360．2780．782lcantinadvance⋯7．Isetshort．termand3．36000．860233．08000．9092l1．1190．2693l long-termlearninggoals⋯8．Iarrangelearningtasksandtimes3．24000．925563．08000．953940．6020．550accordingto．．．9．1turntoclassmates3．00001．000002．96000．888820．1490．882andteacherforhelp．．．lO．IrumtoteacherforhelpbyusingQQ2．56001．260952．20001．000001．1180．269sottware．．．ItwasfoundinTable4．10thathigh-scoregroupwerebetterthanlow-scoregroupinthemeanoffiveitems(Item5，7，8，9，10)．JudgingfromSig．(two-tailed)，thereWasnoremarkabledifferenceinthistable．However,weshouldpayattentiontoItem7(Sig．=0．269)andItem10(Sig．=0．269)ItWasfoundinItem7thathigh-scoregroupexceededlow—scoregroupespeciallyinsettingupshort-termandlearninggoalsaswellasinarrangingtasks．Inlearningdiaries，studentsinhigh-scoregroupmadeplanforlearning．However,studentsinlow-scoregroupdidn’thaveaclearideaforwhattheyshouldleam．ItwasalsofoundinItem10thathigh-scoregroupturnedtoteacherforhelpmorethanlow-scoregroup．Intheinterview,studentssaidtheysoughtforhelpfrompeersatfirst,andthentumedtoteachersforhelp．Studentsinhigh-scoregroupaskedforhelp舶mauthorastheirEnglishteacheronlinemorethanstudentsinlow-scoregroup．Table4．11Students’PerceptionsofLearningContentHigIlscoregroupLowscoregroupSig．Itemstd．Std．t(two-tailed)MeanMcanDeviation11．IoftenlistentoEnglish2．64001．319092．36000。952190．8610．394broadcasting．．．12．Ioftenapply3．56000．869873．36001．036020．7390．463autonomouslearning．．．13．IoftenpracticeEnglish3．04001．206922．52000．918331．7140．09332 ⑧硕士学位论文MASTERlSTHESISdialogue．．．14．IoftenreadEnglish3．72000．979803．16001．213811．7950．079newspapers，magazines⋯15．、№砒Ireadmostare3．12001．166192．88001．013250．7770．441materialsinintemive⋯16．1oftenkeepadiary、2．60001．322882．20000．816501．2870．204writeacompositionor．．．17．Idothese3．32000．802082．72000．737112．7540．008correspondingtraining．．．18．Ioftenpreview、review3．36000．907383．04000．978091．1990．236texts，anddo⋯ItwasfoundinTable4．11thatfromitem1toitem18，high-scoregroupdidbetterthanlow-scoregroupaccordingtothemeanineachitem，andthereWasaremarkabledifferenceinitem17．ItWasfoundinitems1thatasmallnumberofstudentsinbotllgrouplistenedtoEnglishbroadcasting．Intheinterview,studentsseldompracticedlisteningskillsbyEnglishbroadcasting．Theychosetomakeuseoflisteningbooks，autonomouslearningplatform，andresourceonintemettoreplaceit，whichWasthereasonforthefinding．Itwasalsofoundinitems16thatstudentsinbothgrouplackedofmotivationtopracticetheirwritingskill．Intheinterview,studentsaidthattheexercisesforwritingwe心limited．Inlearningdiaries，studentswrotethattheydidn’tknowhowtopracticet11eirwritingskills．ItWasfoundinitem17thatmorestudentsinhigh-scoregroupbeguntodosomeexcisesinordertopreparefortheCET-4thanstudentsinlow-scoregroup．Inthelearningdiaries，moststudentsinhigh-scoregroupstartedtoprepareforCET．-4，butafewofstudentsinlow-scoregrouppreparedforit．33 ⑧硕士学位论文MASTER’STHESISTable4．12Students’PerceptionofTheirLearningAbilityHi曲scoregroupLowscoregroupSig．Itemstd．Std．t(two—tailed)MearlMeanDeviation19．1oftendiscussand2．80001．080122．80000．957430．0001．000communicatewith．．．20．IoRenaskforadvice，3．00001．118032．92000．862170．2830．778helpsandsuggestions．．．21．tmayfindoutexisting3136000．860233．08000．909211．1190．269problemsandsolutions．．．22⋯．1willfeedbackto3．40000．912873．1200l，013251．0270．310teacherandaskforhelp．23⋯1will仃ytoapply3．48001-004993．28000．979800．7120．480others’learning⋯ItwasfoundinTable4．12thatthereISnoremarkabledifferenceexistinginTable4．12，butItem19，21wereworthpayingattentionto．ItWasfoundinitems19thatstudentsinbothgroupsdidn’tcommunicate、航tlltheirclassmatesforlearningmethodsandsharelearningexperiencewiⅡlclassmatestoomuch．Inthelearningdiaries，notonlydidstudentsseekforhelpfromclassmates，buttheyalsotumedtoteacherforsupport．Inaddition，theycouldalsosearchforlearningmethodsandstrategiesfromtheresourceontheintemet．ItWasfoundinItem21thatstudentsinhigh—scoregroupdidbetterthanstudentsinlow-scoregroupintwoaspects：evaluatingtheeffectofautonomouslearningandsolvingtheproblemsintheprocessoflearning．Inthelearningdiaries，subjectsinhigh-scoregrouphadtheabilitytosolveproblemsintheprocessoflearning．Subjectsinlow-scoregroupfelthardtoovercomelearningdifficultiesallbythemselves．34 ⑧硕士学位论文MASTER’STHESISTable4．13AutonomousLearningClassroomHighscoregroupLowscoregroupSig．Itemstd．Std．t(two-tailed)MearlDeviation24．Ineedthequiet3．68000．852453．68001．029560．0001．000learningenvironment．．．25．Ineedtheatmosphere3．56000．768113．64001．11355—0．2960．769inautonomouslearning．．．26．Ineedthesupportfrom3．04001．059872．80000．866030．8770．385peersinautonomous．．．ItwasfoundinTable4．13thattherewerenotbigdifferencesbetweentwogroups．Themaindifferencecouldbefoundinitem26thatforonething，studentsinhi．gh-scoregroupsoughtforhelpfrompeersmorefrequentthanstudentsinlow-scoregroup．Foranotherthing，studentsinhigh-scoregroupcouldlearninacooperativelearningmethodwhilestudentsinlow-scoregroupdidn’tbenefittoomuchinthisway．Table4．14AutonomousLearningPlatformHighscoregroupLowSCOregroupSig．Std．(two-tailed)ItemStd．tMeanDeviatiMeanDeviationOn27．IneedtheEnglish3．64000．860233．36001．150360．9750．335moviesandsongs．．．28．Ineedtoemploy3．44001．003333．48001．00499．0．1410．889autonomouslearning．．．29．Ineedtoapplythe3．44000．916523．48000．91833．0．1540．878resourcesfrom．．．30．Ineedtopreparefor3．00001．080123．00001．080120．0001．000GradingTestbasingon．．．ItWasfoundinTable4．14thattherewerenotbigdifferencesbetweentwogroupsamongitem27，28，29andtwogroupswereinthesanledegreeinItem30．Bothgroupscouldmakeuseofautonomouslearningplatformskillfullyinanearlysanledegree．35 nble4．15ResourceonIntemetHighscoregroupLowscoregroupSig．ItemStd．t(two-tailed)MeanMcanDeviation31．Ineedtoimprovemyskillsoflistening,3．20001．080123．08000．996660．4080．685speaking．．．32．Ineedthehelpofteachingresourceson3．12000．971253．24001．01160-0．4280．671theinternetto⋯Itwasfoundin1’able4．15thatthereiSnoremarkabledifference．ItWasalsofoundinItem31thathigh-scoregroupfocusedmoreonlistening，speaking，reading，andwritingskillsthanlow-scoregroup．Butlow-scoregrouppaidmoreattentiontolearningstrategiesandmethodsbyteachingresourcesontheinternetthanhi曲-scoregroup，whichcouldbefoundinItem32．Table4．16Self-improvementHigIlscoregroupLowscoregroupSig．ItemStd．std．t(two-tailed)MeanMenDDevimionDeviation33．Ineedtobeguidedby2．96001．098483．20001．080120．7790．440teacherto．．．34．Ineedteachertohelp3．24∞1．234233．44001．15758-0．5910．557meanalyze．．．35．Ineedmaterialsfor3．00001．000003．04001．20692-0．1280．899listening，speaking⋯36．Ineedteacherto2．92001．151813．08001．11505—0．4990．620teachermethemethods．．．37．Ineedteacherto3．08001．222023．32001．18040—0．7060．483observemyout—of-class⋯ItWasfoundinTable4．16matthereisnoremarkabledifference．Item33andItem36showsinformationteachershouldnotice．36 ItwasfoundinItem33thatstudentsinhigh-scoregroupcouldgraduallybeindependenttoarrangeandputautonomouslearninginpracticewithoutteachers’support．WasalsofoundinItem36thatstudentsinlow-scoregroupstilllackedoflearningmethodsandhopedteachertogivethemsomesupport．Thereasonsforfewitemswherethereweresignificantchangesbetweenthetwogroupsasfollows：Firstly,thetimelengthofthisstudyonlylastedforonesemester,whichWasallunfavorableconditionformoresignificantchangesappearedbetweenthetwogroups．Secondly,studentswerebachelorsinnon-EnglishmajorsSOthattheirlevelsofEnglishlanguagewerenotdistinguisheddifferent．Thirdly,theyWastaughtEnglishbythesameteacher,accomplishthesameassigrmaents，learntinthesamelearningenvironment，whichmeanttheywereinfluencedbythesamefactors．4．2Thequalitativeanalysisonextracurricularautonomouslearning4．2．1Interviewsonstudents’extracurricularautonomouslearningAchievementinautonomouslearningWasshownintheinterviewamongtwelvestudents：Firstly,afterexperiencingautonomouslearningforonesemester,studentsgotageneralideaofwhatautonomouslearningWas．Intheinterview,Subject1叫gh—scoregroup)said：‘‘autonomousleamingmeansstudentsthemselvessetuplearninggoalsandaccomplishthembytheirownefforts；weshouldberesponsibleforourstudying．’’Subject7(10w-scoregroup)said：“Itmeansonelearnbyone’Sowneffort．’’Secondly,besidesaccomplishingthetasksassignedbyteacher,studentsin11i曲一scoregroupcouldlearnotherlearningresourceindependentlyandpreparedforCET-4；studentsinlow-scoregroupwereabletomemorizenewwordsandEnglishgrammarinordertomakeagoodfoundationforlearningEnglish．Intheinterview,Subject2(high-scoregroup)said：“IchosedictionaryforCET-4，onlinelearningresource，testpaperforCET-4，autonomouslearningplatformandtextbooksforlearningEnglish．”Subject8(10w-scoregroup)said：“IchosedictionaryforCET-4andtextbooksforlearningEnglish．’’Inthisinterview,therewereseveraldifferencesbetweenhi曲一scoregroupand37 low-scoregroup，whichwerealsoworthpayingattentionto．Firstly,studentsin11igh—scoregroupdevotedmoretimeinleamingthanstudentsingroup．Intheinterview,severalstudentsinhigh-scoregroup(Subject1，2，4，and6)saidtheyspentmorethanonehourinlearningEnglish．Evenmore，afewstudents(Subject3，5)saidtheyspentmorethantwohours．However,severalstudentsingroup(Subject7，9，10)saidtheyspentlessthanonehour．Onlyafewstudents(Subject8，ll，12)saidtheyspentaboutonehourinlearningEnglish．Secondly,twogroupsofstudentsadopteddifferentmethodstosolvetheproblemstheymetintheprocessoflearning．Subject3said：“Itriedafewdifferentmethodstomemorizenewwords．’’Subject5said：‘‘Whenstudying，Ichosetomendmymoodsatfirstthenbegun、杭tllmystudying．”However,studentsingroupwouldliketoturntoclassmatesandteachersforhelp．Intheinterview,Subject7said：“1wanttoseekforhelpsfrompeersandteachersinordertoimprovemystudying．”Subject9said：“IaskedforhelpfrommyteacheronhowtoleamcollegeEnglishbasingonmyEnglishlevel．’’Inthisinterviewsomeproblemswereappearedasfollows：Firstly,twogroupsofstudentsmetdifferentobstaclesintheprocessoflearning．Intheinterview,Subject2咖gh—scoregroup)said：“IspentlesstimeinlearningEnglishatcollegethaninhighsch001．”Subject4(high-scoregroup)said：‘'NewwordsImemorizedareeasytobeforgottenafteraday．”Subject6叫gh-scoregroup)said：“It’snoteasytoke印acalmmoodinstudying．”Studentsingroupfaceddifferentdifficulties．Intheinterview,Subject8said：“Ididn’tmakeagoodfoundationforlearningEnglishSOthatIfeltfrustratedinlearningEnglish．”Subject10said：“Ididn’tknowhowtoleamEnglishandhowtoprepareforCET-4．’’Secondly,twogroupsofstudentsobtaineddifferentsupportfrompeers．Subject4Oligh-seoregroup)said：“IoftenwenttolibraryOrclassroomforstudyingwithmyroommates，sowecanhelpeachotherwhenwemetdifficulties．”Subject6(high-scoregroup)said：“Weexchangedlearningmethods，sharedlearningmaterials，andencouragedeachother．”However,studentsingroupobtainedlimitedhelpfromothers．Subject6said：“IturnedtomyclassmatesforhelpaboutEnglishgrammarandwordspelling．’’Evenworse，Subject7said：‘‘Ididn’tgetsupportfromothers．’’Thirdly,twogroupsofstudentshaddifferentattitudestowardseffectsof38 ⑧硕士学位论丈MASTER’STHESISautonomouslearning．Intheinterview,Subject10aigh-scoregroup)said：“IalTlsatisfied谢tlltheeffectofmypresentautonomouslearning．”Evenmore，Subject3(hi曲一scoregroup)said：“Ihavemadeprogressinmyout-of-classautonomouslearning．”Butstudentsinlow-scoregroupfeltdissatisfied、^，iⅡltheirautonomouslearning．Subject9said：“IfeltbadaboutmyautonomouslearningbecauseIdidn’tspendenoughtimeforit．”Subject12said：“Ididn’tknowclearlyhowtoconductmyautonomouslearning．SoIdidn’thavethesenseofachievement．”4．2．2Observationsonstudents’extracurricularautonomouslearningObservationsincludedstudents’performancesforlearningEnglishandwhatstudentshadwrittendownintheirlearningdiaries．Firstly,inEnglishclassstudentspaidmoreattentiontolearningmethodsonhowtopracticeEnglishskillsforCEll4andtotheknowledgewouldbetestedinCET-4，whichWasconsistent、ⅣimItem3inquestionnaire．WhenteachermentionedlearningmethodsandknowledgeforpreparationforCEl’4，mostofstudentslistenedcarefullyandmadenotes．Secondly,moreandmorestudents(fromlto25)turnedtoteacherforhelpbywritinge-mailandusingqqsoftware，whichWasconsistent谢tllItem10inquestionnaire．Astimerolledby,moreandmorestudentsfeltconfusedabouthowtolearnEnglishatcollegeSOthatt11eyhopedtoobtainbeneficialsuggestions舶mtheirEnglishteacher．SomeotherstudentsweredissatisfiedwimtheirlearningeffectSOthattheydesiredtoconsulttheirEnglishteacherforlearningmethodsandstrategies．Theydidn’thavethechancetomeetEnglishteacheratcollegeeveryday,SOtheychosetocontacttheirEnglishteacheronline．Thirdly,studentsemployedautonomouslearningplatformmoreattheendofthefirstsemesterthanatthebeginningofit,whichWasconsistentwitIlItem12inquestionnaire．Accordingtothelearningrecordsfortimesanddatesprovidedbylearningrecordingsystemoncomputer,itcouldbefoundthatalargenumberofstudents(70％)learntonautonomouslearningplatformmoretimesattheendofthefirstsemester．Fourthly,attheendofthefirstsemestermostofstudentscouldmakeuseofautonomouslearningplatformadroitlywhichWasconsistent、ⅣithItem29inquestionnaire．Whenstudentsenteredtheautonomouslearningclassroomforthefirsttime，allofthemwereunfamiliar、ⅣitIllearningproceduresoncomputer．Evenworse，a39 ⑧硕士学位论文MASTER’STHESISfewstudentsseldomoperatedcomputerbefore也eyenteredcollege，SOtheystartedtolearnfromcomputeroperation．Afteronemonthorso，mostofstudentscouldlearnonautonomouslearningplatformindependently．Attheendofthefirstsemester,mostofstudentsunderstoodhowtochoosethesuitablelearningmaterialforthemwithoutaskingforhelp．Learningdiariesfromstudentsalsoprovidedbeneficialinformationforthisstudyasfollows：Firstly,itcouldbefoundinlearningdiariesthatstudentsreviewedwhattheyhadleantforwardly,thenrearrangedandsummedup，whichwasconsistent谢tllItem6inquestionnaire．Subjectloftenreviewedwhatshehadleant．Inaddition，Subject5gatheredhernotestogetherafterlearningeachunit．Studentscouldmakeuseoftheirtextbooksandnotes．Secondly,itcouldbealsofoundinlearningdiariesthatstudentswouldliketoobtainknowledgeafterclassbyreadingEnglishmagazinesandnovels，watchingEnglishmoviesandvideos，whichWasconsistentwithItem14inquestionnaire．Subject3and8bothmadeuseofEnglishmoviestolearnsomeusefulphrasesandexpressionsinoralEnglish．Thirdly,itcouldbefoundinlearningdiariesthatstudentshadpreviewed、reviewedtexts，anddoneexcisesintextbooksafterclass，whichwasconsistentwithItem18inquestionnaire．Subject10expressedheropinionthatthepassagesintextbookweredifficultforhertounderstandSOthatsheshouldpreviewtheminadvance．Inaddition，shefoundthatdoingexercisesineveryunitWashelpfulforconsolidatingwhatshehadlearntineachunit．Subject12saiditwaseasytoforgetwhatshehadlearntinthetextbook．Therefore，shedecidedtoreviewtextbooksonceaweek．Fourthly,itcouldbealsofoundinlearningdiariesthatstudentsinhi曲-scoregroupcouldevaluatetheeffectsofautonomouslearning，findoutexistingproblemsanddeal诵ththem，whichwasconsistentwithItem21inquestionnaire．HoweveLstudentsinlow-scoregrouphadthesenseoffrustrationindealing、析tllexistinglearningproblems．Foronething，Subjectsinhigh-scoregrouphadtheabilitytosolveproblemsintheprocessoflearning．Subject1reflectedherstudyingoftenandtriedtofindthesolutionstomakeherstudyingeffective．Inaddition，whenSubject3confrontedproblemsinstudying，hecouldthinkthemoverandcameup丽tllgoodideasforimprovement． Subject6didherbesttocontrolherselfintoa900dstate，andtriedtouseotherlearningmethodstoimproveherEnglish．Foranotherthing，Subjectsinlow-scoregroupfelthardtoovercomelearningdifficultiesallbythemselves．Subject7，8，9expressedtheywerenotconfidentincoping、析tlllearningobstaclesandneverhadthesenseofachievement．Fifthly,itcouldbefoundinleamingdiariesthat，Subjectsinhigh—scoregroupgraduallydidn’tneedteachertoteachertheirlearningmethodsandstrategiesaboutautonomouslearning，whichwasconsistent诵tllItem36inquestionnaire．However,Subjectsinlow-scoregroupstillneededsupportfromtheirteacher．Foronething，1，3，6(high-scoregroup)triedseverallearningmethodstoimprovetheirlearningeffectwhentheyfelttheirlearningwasineffective．Foranotherthing，Subject9，10，11(10w-scoregroup)expressedtheywereinneedsofteachers’helpforobtaininglearningmethodsandlearningstrategies．4．3Summaryofthefindingsofthestudy砀egoodaspectsexistintheautonomouslearningareasfollows：Firstly,moststudentshaveastrongmotivationforlearningEnglish，theyCanbenefitfromlearningEnglishwhentheyareatcollegeandinthefuture．Secondly,morethanhalfstudentsareabletomanagetheirEnglishlearningwell．Thirdly,asemesterlater,studentsimprovedtheirabilitiestolearnCollegeEnglish；theycouldsolvethoseproblemsintheprocessoflearningbythemselves，andmadeadjustmentallthetime．Fourthly,studentsCanmakefulluseofadvantagesinquietautonomouslearningclassroombetterthanthatatthebeginning．FiPdaly,morethanhalfstudentsCanbegoodatapplyingtheresourcesinautonomouslearningplatformandintemetwhichcontributetolearningCollegeEnglish．Sixthly,attheendofasemester,moststudentsCanbeindependentinautonomouslearningstepbystep，turnedtoteacherforhelplessandless．啊1eproblemsexistintheautonomouslearning．Firstly,asmallnumberofstudentsstillcouldnotmanagetheirEnglishlearningevenattheendofthissemester．Secondly,it’Shardforstudentstogetintouch诹mtheirteacherwhentheywereintroubleinlearning．Thirdly,morethanhalfstudentsdidn’tpracticetheirwritingskillsinautonomouslearning．Fourthly,asmallnumberofstudentsweren’tactiveinlearning．netimeoflearningEnglishwasnotenough．Fiflal‘dy,lessthanhalfstudentsleantwithoutaskingforhelpandsupportfrompeersandteachers，whichdelaytheir41 improvement．Sixthly,asemesterlater,afewstudentsstilldidn'tknowhowtoconducttheirautonomouslearning．Theystillcouldn’tlearnindependentlywithoutteacher’Sguidance，suggestions，observations，supports．Thereareseveralmaindifferencesandafewremarkabledifferencesinautonomouslearningbetweenhi曲一proficiencystudentsandlow-proficiencystudents．Firstly,M幽．scorestudentsdidbetterthanlow-scorestudentsespeciallyinsettingupshort-termandlong—termlearninggoalsandtasks．Secondly,thefrequencyoflearningbehaviorsinlligh—scoregroupismorethanthatoflow-scoregroup．Thirdly,studentsinhigh‘scoregroupevaluatedtheeffectofautonomouslearningandsolvetheproblemsinstudyingbetterthanstudentsinlow—scoregroup．Fourthly,studentsinhigh-scoregroupseekforhelpfrompeersmorethanstudentsinlow-scoregroup．FitLlaly,bothgroupscallmakeuseofautonomouslearningplatformskillfullyinanearlysamedegree．Sixthly,high-scoregrouppaidmoreattentiontoskillsforlistening，speaking，reading，writingwhilelow-scoregroupfocusedonlearningstrategiesandmethods．42 5．ConclusionBasingonthedatacollectedandfindingsintheresearch,severalimplicationsCanbelistedforautonomouslearningandEnglishteachers．5．1Implicationsofthisstudy．Firstly,thestudystressesthebenefitsofautonomouslearningplatform．Foronething，itCanmeettheneedsofstudentsofdifferentlevels．Foranother,itissuitableformoststudentswhohavetheirownuniquelearningpurposesandbeneficialforimprovingtheirlanguageskillsandleamingstrategies．Secondly，thestudysuggeststeachershouldpaymoreattentiontoobstaclesstudentsmetintheprocessofautonomouslearning，andteachthembasicknowledgeofoperatingcomputeraswellasguidethemtochooselearningresourceforthemselvesinthefirstsemester．Thirdly,thestudyemphasizesthenecessityforteachersinautonomouslearningasfollows：foronething，fosteringstudents’consciousnessofautonomouslearning，whichisavitaljobatthebeginningoffirstsemester．Foranother,providingsomelearningmethodsandguidanceforstudentsinautonomouslearningWasessential．Fourthly,thestudyhighlightstheneedforteachertocommunicatewitllstudentsforwardlyinalargerangeSOastounderstandstudents’needsinautonomouslearning，andinwhichaspectstheydesireforhelp．5．2LimitationofthestudyandsuggestionsforfurtherstudyThisstudyfocusesonthesituationofnon-Englishmajorstudents’out-of-classautonomouslearning，whichhavereflectedsomeusefulfactsinit．However,therearestillsomelimitationswehavetopayattentionto．Firstly,thetypeofsampleschosenforthestudyWaslimited．Allthesubjectswerecomingfromtwomajors：oneWasfinancialmanagement,theotherwasengineeringsupervision．Therefore，theresultsmaynotberepresentative．Toobtainexacterandtruerinformationofthesituationofnon-Englishmajorstudents’out—of-classautonomous43 le锄iIl臣触erstIldyshouldbeconductedindifferentkindsofschoolsandmajors，andlargers锄plesshouldbechosenrandomlytoensurestudy’sreliabilityandvalidity．Secondly,timeofobservationsforsubjectswasshort．ThisstudyreflectsthechaIlgesaIld(h虢rencesbetweenhigh-proficiencyaswellaslow-proficiencystudents埘ngaseme抵Therefore，theresultsmaynotrepresentthesituations111thesecond,mird．aIldf．0urmsemester．Toobtainmoreinformation，furtherstudyshouldbecarriedoutiIldi疏rentsemeStIerSinordertoensurestudy’Scompletenessintheaspectoftime·n砌y，血edataofthestudywerecollectedbasingontwoquestionnaires，interview,observationsforsubjectsinclassaswellastheirhomework，andstudents’IeaⅡungdiaIies．PedlapsmostofdatacamefromtheirsubjectivejudgmentsrathertIm陀砒renectionof位irlear】【血唔situations．Therefore，researchersinthefutureshouldadoptthewavofwritingobservationdiarytoobtainobjectiveandaccuratedatatosupplementthelackofobjectivedata．Fourmly，thestudyjustsurveyedthegeneraldegreeofnon-Englishmajorstudents’autonom01lSlearningineightbasicfactors．However,theEnglishout-of-elassautollomousleaITlillgisalsoaffectedbyotheraspects，suchasself-efficacy,attribution，le锄erself-esteem．ResearCherSshoulddeepenthestudyinthefieldofcooperativelearninginautonomouslearninginthefuture· 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AppendixI第一次课外自主学习情况调查问卷亲爱的同学：你好!这个问卷调查的内容涉及英语课外自主学习的情况。请你花几分钟的时间填写以下问卷。答案不分对错，问卷所得结果只作团体性的分析，不作个别呈现，对外绝对保密。填写时，请根据自己的实际做法，而不是你的想法作答。你的信息对我的帮助很大，谢谢你的合作!你的个人情况名字：——专业：试成绩：——英语应用能力A级测二、英语课外自主学习情况本部分一共36道题，每道题五个选项1，2，3，4，5，分别代表五种不同的程度，依次为：1=完全不同意；2=非常不同意；3=同意：4=非常同意；5=完全同意。请根据自己的实际情况，选择相应的数字。序调查项目评价等级号1．我认为学习英语是一种乐趣。123452．我对英语国家的文学艺术，风土人情，生活习惯感兴趣。1．23453．我学习英语主要是为了通过英语四、六级考试。l23454．我学习英语主要是为考研，工作和出国创造有利条件。12345我能主动克服不利于英语学习的情感因素。(如焦虑，自卑，压5．12345抑，害羞等)6．我课外对所学的内容主动复习并加以整理和归纳。l2345我课外依据自己实际的英语水平设置近期或远期的学习目标和7．12345任务。8．我课外依据自己的学习目标来安排学习任务和时间。l2345我课外会当面向同学、老师寻求帮助以解决在学习过程中遇到9．l2345的困难。10．我课外会用qq或者发E-real1的方式向老师寻求帮助去解决l234547 ⑧硕士学位论文MASTER’STHESIS遇到的困难。我课外经常收听BBC等英语广播节目，并做大量英语听力的习11．12345题。12．我课外经常利用自主学习平台去锻炼英语听说技能。l234513．我课外经常和同学用英语练习对话或者进行角色表演。1234514．我课外经常阅读英文报纸、杂志、小说和观看英语电影。1234515．我课外阅读最多的是读写课本里精读和泛读的材料。1234516．我课外经常用英语写日记、作文或者是信件。l234517．我课外会根据英语考级目标来做相应的训练题目。1234518．我课外经常预习、复习课文，然后做课文后面配套的习题。1234519．我课外经常和同学探讨英语学习方法，交流英语学习经验。1234520．我课外经常向同学请教，寻求帮助和建议去解决困难。1234521．我会评价自主学习效果，并找出存在的问题和解决的方法。1234522．如果自主学习没有达到预期效果，我会向老师反馈并寻求帮助。12345如果自主学习没有达到预期效果，我会尝试他人的学习方法，23．l2345并做出相应的调整。24．我需要自主学习教室提供安静的学习环境。1234525．我需要自主学习教室的学习氛围去增强我的自控能力。1234526．我需要自主学习教室里学习伙伴们的帮助。l2345我需要自主学习平台中的英文电影和歌曲来增强对英语学习的27．12345兴趣。我需要自主学习平台帮我节省寻找学习资源的时间，提高学习28．12345效率。29．我需要自主学习平台中的学习资源进行课外英语自主学习。1234530．我需要自主学习平台中的试题库进行英语考级的准备。1234531．我需要借助网络上的学习资源提高听、说、读、写的技能。12345我需要借助网络上的教学资源来获得更多的关于大学英语的学32．12345习策略和方法。33．我需要在老师的指导下进行课外自主学习的安排和实践。l234534．我需要老师帮我分析自己的课外自主学习是否有效果。12345我需要老师推荐的或提供能够提高听、说、读、写技能的课外35．12345英语学习材料。36．我需要有老师传授好的英语自主学习方法与经验。l234537．我需要老师对我的课外英语学习进行监督。l2345 ⑧硕士学位论文MASTER’STHESISAppendixII第二次课外自主学习情况调查问卷亲爱的同学：你好!这个问卷调查的内容涉及英语课外自主学习的情况。请你花几分钟的时间填写以下问卷。答案不分对错，问卷所得结果只作团体性的分析，不作个别呈现，对外绝对保密。填写时，请根据自己的实际做法，而不是你的想法作答。你的信息对我的帮助很大，谢谢你的合作!一、你的个人情况名字：专业：二、英语课外自主学习情况本部分一共37道题，每道题五个选项1，2，3，4，5，分别代表五种不同的程度，依次为：1=完全不同意；2=非常不同意；3=同意；4=非常同意；5=完全同意。请根据自己的实际情况，选择相应的数字。序调查项目评价等级号1．通过课外英语自主学习，我获得了更多的乐趣。l2345通过课外英语自主学习，我获得了更多关于英语国家文学艺术、2．l2345风土人情的知识。通过课外学习的方式准备英语四、六级考试，我获得了更多语3．12345言知识和技能。通过课外英语自主学习，我为考研，工作或者出国创造更好的4．l2345基础。和开学初相比，我更能克服不利于英语学习的情感因素。(如焦5．12345虑，自卑，压抑，害羞等)和开学初相比，在课外我更能对所学的内容主动复习并加以整6．12345理和归纳。和开学初相比，在课外我更能依据自己实际的英语水平设置近7．12345期或远期的学习目标和任务。8．和开学初相比，在课外我更能依据自己的学习目标来安排学习1234549 ⑧硕士学位论文MASTER’STHESIS任务和时间。和开学初相比，在课外我更懂向同学、老师寻求帮助以解决在9．l2345学习过程中遇到的困难。和开学初相比，在课外我用qq或者发E-mail的方式向老师寻10．12345求帮助的次数增加了。和开学初相比，我课外收听BBC等英语广播节目，并做大量英11．12345语听力的习题的次数增加了。和开学初相比，我课外利用自主学习平台去锻炼英语听说技能12．12345的次数增加了。和开学初相比，我课外和同学用英语练习对话或者进行角色表13．12345演的次数增加了。和开学初相比，我课外阅读英文报纸、杂志、小说和观看英语14．12345电影的次数增加了。一和开学初相比，我课外阅读读写课本里精读和泛读的材料的次15．l2345数增加了。和开学初相比，我课外用英语写日记、作文或者是信件的次数16．12345增加了。和开学初相比，我课外根据英语考级目标来做相应的训练题目17．12345的次数增加了。和开学初相比，我课外预习、复习课文，然后做课后配套习题的18．l2345次数增加了。和开学初相比，我课外和同学探讨英语学习方法，交流学习经19．l2345验的次数增加了。和开学初相比，我课外向同学请教，寻求帮助和建议去解决困20．l2345难的次数增加了。和开学初相比，我更懂评价自主学习效果，并找出存在的问题21．12345和解决的方法。和开学初相比，如果自主学习不符合预期的效果，我能独自思22．12345考解决减少对老师的依赖。和开学初相比，我更懂怎样去借鉴他人的学习方法，并针对自23．12345己情况做出适当的调整。24．我已经熟练地利用自主学习教室提供的安静环境进行学习。12345我已经熟练地利用自主学习教室的学习氛围去增强我的自控能25．l2345力。26．我已经熟悉如何向自主学习教室里的学习伙伴们寻求帮助。l2345 ⑧硕士学位论文MASTER’STHESIS我已经熟练地利用自主学习平台中的英文电影和歌曲来增强对27．l2345英语学习的兴趣。我已经熟练地利用自主学习平台帮我节省寻找学习资源的时28．l2345间，提高学习效率。我已经熟练地利用自主学习平台中的学习资源进行课外英语自29．12345主学习。我已经熟练地利用自主学习平台中的试题库进行英语考级的准30．12345备。我已经熟练地利用网络上的学习资源提高听、说、读、写的技31．l2345能。我已经熟练地利用网络上的教学资源来获得更多的关于大学英32．12345语的学习策略和方法。我已经逐渐降低依赖老师的指导去进行课外自主学习的安排和33．12345实践。我已经逐渐降低依赖老师帮我分析自己的课外自主学习是否有34．12345效果。我已经逐渐降低依赖老师推荐或提供提高听说读写技能的课外35．12345英语学习材料。36．我已经逐渐降低依赖老师传授好的英语自主学习方法与经验。l234537．我已经逐渐降低依赖老师对我的课外英语学习进行监督。123455l ⑧硕士学位论文MASTER’STHESISAppendixIII访谈问题你如何理解自主学习?你在课外英语自主学习的程度如何?你每天花在课外自主学习的时间是多少?你课外英语自主学习的材料有哪些?选择的依据是什么?你的课外英语自主学习方法是否有效?学习中遇到了哪些困难?如何解决这些困难的?同学对你的课外学习是否提供了帮助?提供了哪些方面的帮助?你对自己目前的课外自主学习是否满意，还有哪些可以提高的地方?老师对课外英语学习的帮助是否令你满意，你还希望得到哪些帮助?学校能够为课外英语自主学习做些什么?l23456789
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