Exploring Teacher's Roles In Computer-aided Autonomous EFL Learning

Through many years' discussion and experiments, language researchers and teachers have reached the conclusion that student-centered and learning-focused teaching method is the most important praxis to English as the Foreign Language (EFL) education, and the ultimate goal of education is to guide students to develop the capability of autonomous learning. The adoption of computers in autonomous learning has enhanced the efficiency of this learning mode. But students are not born to be autonomous learners and teachers have to undertake the challenging task of helping their students develop autonomy in learning. This thesis employs both quantitative and qualitative methods to explore the answers to the following questions: 1) How can language teachers prepare students for computer aided autonomous learning? 2) What kinds of help should the teacher offer at the beginning stage of computer-aided autonomous learning? By investigating students' beliefs and needs, conducting interviews, and observing the dynamic process of computer-aided autonomous learning (the first academic term), the study finds that in order to get students well prepared for this mode of learning, the teacher should assume the roles of psychologist, communicator and technical supporter. To facilitate the process of autonomous learning and hence optimize the efficiency of this mode of learning, the teacher plays very important role in helping students adapt their learning style to this learning mode, form their learning strategies, overcome the affective barriers, produce language output and evaluate their own learning. This study also indicates that computer-aided autonomous learning is very beneficial in shifting students from a passive, note-taking EFL role into an actively learning-oriented constructivist. But this at the same time poses more challenges and requirements on the teachers.