An Experimental Study On Web-Based Autonomous Language Learning

With the introduction of the theory of autonomy into language learning, research on how to create learning environments for autonomous learning has proliferated. The advent of web-based instruction in the 1990s has been seen as an alternative to this. Web-based instruction is characterized by the physical separation of the teacher and the learner; therefore, web-based learning demands students of greater autonomy and a repertoire of language learning strategies. Although many researchers have suggested the importance of autonomy in language learning, a few studies have systematically investigated students' autonomy in language learning, and even few studies have probed students' strategy use in the web-based learning environment. The purpose of this paper is to report on a study which investigated students' beliefs to autonomous English learning and their strategy use in the web-based learning environment.Eighty sophomores from non-English majors in Heilongjiang University participated in the study. The participants were surveyed by two questionnaires concerning their autonomous learning beliefs and strategy use in the web-based learning environment, and fifteen students were randomly chosen and interviewed during the study. Data from the questionnaires were collected and analyzed through SPSS, accompanied by the analysis of the data from the interview.The study found that, most non-English major college students hold positive attitudes towards learner autonomy, but their abilities for learner autonomy are rather low. Having positive attitudes but being unable to learn autonomously can be explained by the fact that college students lack the training of autonomous learning; due to their limited range of strategy use, Chinese college students had a low degree of autonomy in language learning in the web-based learning environment. The majority of the students preferred to use compensation strategies, metacognitive strategies and memory strategies, which are typical of the characteristics of web-based learning. The less frequently used strategies were affective strategies, cognitive strategies and social strategies. Most of them had poor knowledge of language learning strategies and little experience in web-based learning.The results of the study provide an insight of Chinese college students' characteristics of web-based autonomous English learning. Based on the statistical analyses and the discussion, some experiences and suggestions are provided for college English teachers. The roles of the English teacher and students in a web-based autonomous learning context are also illustrated at the end of the paper.