An Exploration into Learners Autonomy in the SAC of Chongqing
University Professor Xiaoling Zou Chongqing University Email:
[email protected]@163.com June 2006 Slide 2 Aims of
the present study Introduction to the SAC of CQU 1 The function of
the SAC 2 3 4 Problems to be solved in the SAC 5 Suggestions and
conclusion Slide 3 1. Aims of the present study the SACs positive
role in improving college students autonomous learning competence
Problems existing in the SAC Solutions to the problems Slide 4 2.
Introduction to the SAC of CQU 1)General survey of the SAC of
Chongqing University 2)Theoretical foundation of the establishment
of the SAC 3)Principles of the establishment of the SAC
4)Management mode of the SAC 5)Self-assessment system of the SAC
Slide 5 1) General Survey 2003: 89 computers 2004: 315 computers
2005: 300 computers Open to students from Monday to Sunday 700
Slide 6 2) Theoretical foundation three main basic educational
psychology theories constructivism humanistic psychology cognitive
psychology emphasizestudent-centeredness not teacher-centeredness
core principleconcept of self-access Slide 7 3) Principles drawing
experiences and lessons from other ones home and abroad meeting the
needs of the reform of College English education. Slide 8 3)
Principles multimedia large class for reading small class for
speaking and writing autonomous class for listening Slide 9 Rich
resources English On-line Moodle Course Platform English Learning
Databank http://202.202.0.55/englishonline/ http://202.202.72.135/
http://202.202.72.135/moodle/index.php Slide 10 Slide 11 Slide 12
Slide 13 4) Management mode Self-access learning Works presentation
Group discussion Slide 14 4) Management mode Listening &
Speaking of College Experiencing English Listening and Speaking of
Interactive English New Horizon College English New Concept College
English Slide 15 5) Self-assessment system Record of the learning
results Slide 16 5) Self-assessment system Analysis of the learning
results Slide 17 3. The function of the SAC 1) Horizontal contrast
of language tests 2) Vertical contrast of language tests Slide 18
1) Horizontal contrast of language tests Group statistics for the
finals of experimental class and controlled class NumberMean scores
Std. deviation Std. error mean Experimen tal class
6312.982.2030.278 Controlled class 6010.282.9690.383 Slide 19 1)
Horizontal contrast of language tests Independent sample tests for
the finals of experimental class and controlled class Levene s Test
for equality of variances T-test for equality of means FSig. T
dfSig. (2- tailed) Mean differ ence Std. error differe nce 95%
Confidence interval of the difference LowerUpper Equal variances
assumed 8.0270.0055.74 7 1210.0002.7010.4701.7703.631 Equal
variances not assumed 5.70 6 108.6 67 0.0002.7010.4731.7633.639
Slide 20 1) Horizontal contrast of language tests contrast of the
pass rate of CET-4 between the SALL grades (2003, 2004) and the
traditional grades (2000,2001,2002) Grade 2000 4 th term Grade 2001
4 th term Grade 2002 4 th term Grade 2003 4 th term Grade 2004 3 rd
term Pass rate47.2%45.7%51.4%63.5%63.7% Slide 21 2) Vertical
contrast of language tests Correlation between mean scores of
on-line speaking and on-line speaking time Slide 22 2) Vertical
contrast of language tests Correlation between mean scores of
on-line listening and on-line listening time Slide 23 2) Vertical
contrast of language tests correlation between total on-line scores
and total on-line learning time Slide 24 2) Vertical contrast of
language tests Pearsons coefficient and significance of variable 1
and variable 2 Variable 1Variable 2Correlation coefficient
Correlation strength Definitive coefficient Significance Mean
scores of on-line speaking Time of on-line speaking 0.484157Medium
0.234408 Significant Mean scores of on-line listening Time of
on-line listening 0.40383Medium 0.163079 Significant On-line total
scores On-line total time 0.820121Very strong 0.672598 Significant
Total scores of finals On-line total scores 0.384941Weak 0.14818
Significant Total scores of finals On-line total units 0.84263Very
strong 0.710025 Significant Slide 25 4. Problems to be solved in
the SAC 1)Inappropriateness of using language strategies 2)Shortage
of motivation 3)Consciousness of dependence Slide 26 1)
Inappropriateness of using language strategies Rank Starting Level
Learned Units Average Scores for Speaking Average Scores for
Listening Total Scores Time Spending on Speaking Time Spending on
Listening Total Time 4337242236218252470 0337353452150377527
3637252438193202395 1137273648139290429 173730 46181295376
3737242638153335488 3537232638143238381 2637302542185359544
1537273446209239448 2137253344159178337 Retrieval results according
to starting level=3 and learned units=7 (time unit: min) Slide 27
2) Shortage of motivation Students attention is apt to be
distracted due to the shortage of motivation. After a period of
study some students even generated boredom and blindness towards
autonomous learning. Slide 28 3) Consciousness of dependence The
traditional teacher-dependence, rooted deeply in some students
mind, leads to unease and blindness in learning English when the
students are put into the SAC where there are few interactions with
teachers. In September of 2003 when the new center was just open,
quite a few students experienced periods of from excitement to
confusion, from confusion to anxiety and from anxiety to rational
reflection. Slide 29 3) Consciousness of dependence According to
the level of present education in China, the change from teaching
to learning does not simply mean to allow students themselves to
learn English in the SAC without control of the teachers, but to
learn in the way of self-exploration, self- discovery, and
self-construction under the scientific guidance of the teachers for
the ultimate realization of full-autonomy. Slide 30 5. Suggestions
and conclusion Its an essential prerequisite for the implementation
of independent learning to increase students spontaneity through
various means. Its quite necessary to study further how to let
students be aware of the various learning strategies through
analysis of the connection between learning results and learning
strategies. It is necessary to instruct students to learn
collaboratively. A space of self-leaning should be created for the
purpose of stimulating their learning enthusiasm and cultivating
life-long abilities of independent learning. Slide 31 5.
Suggestions and conclusion The center should make a series of
measures to control autonomous learning in and out of class and
build a new teaching management system in accordance with the
principle of independent learning. The university should manage the
whole process of learning both from the macro and micro
perspectives, irregularly check its situation to ensure that
learning smoothly goes on under the directions of teachers,
courseware and network management. Slide 32 Thanks for your
attention
