A Comparative Study Of The Use Of Learning Strategies By Non-english Majors In Call Environment

The present study was undertaken to investigate the overall use of English learning strategies by high achievers and low achievers in the computer-assisted language learning environment, to find out the similarities and differences between the two groups of learners in terms of their use of learning strategies, and to explore the underlying factors responsible for such similarities and differences. The research questions to be addressed in the study are as follows:1. What is the overall use of English learning strategies by high achievers and low achievers in CALL environment?2. Are there any similarities and differences between high achievers and low achievers with respect to their use of the learning strategies in CALL environment? If there are, what are they?3. For what reasons do they choose English learning strategies in such similar and different ways in CALL environment?The study, with cognitive psychology, humanism and constructivism as its theoretical framework, was conducted both quantitatively and qualitatively. The quantitative design includes a questionnaire and the qualitative design is an interview. Two hundred and thirty non-English majors of 6 classes of Grade 2008 took two CET-4 tests. Thirty high achievers and thirty low achievers, sampled according to the test scores, were surveyed with a questionnaire concerning their strategy use in CALL environment; of the 60 copies of questionnaire 58 questionnaires were valid. Then 10 students were randomly chosen and interviewed during the study. Data from the questionnaire were collected and analyzed through SPSS, accompanied by the analysis of the data from the interview.Based on the analysis of the data collected from this study, the major findings are summarized as:1) Computer-assisted autonomous language learning is still at its initial stage. The overall strategy use by both high achievers and low achievers is respectively at medium level and low level. In CALL environment, the sequence of high achievers' choice of LLSs is metacognitive strategy, cognitive strategy, memory strategy, affective strategy, compensation strategy and social strategy; among them metacognitive strategy is the most frequently used learning strategy. Compensation strategy and social strategy are used at the low level. As for low achievers, the sequence is compensation strategy, cognitive strategy, memory strategy, metacognitive strategy, affective strategy and social strategy; among them compensation strategy is most frequently used. However, on the whole, the use of all the six categories of strategy by low achievers is at the low level.2) The comparison reveals specific similarities and differences between high achievers and low achievers. High achievers tend to use all the learning strategies more often than low achievers except compensation strategy. Specifically, high achievers use Metacognitive Strategy, Cognitive Strategy, Memory Strategy and Affective strategy more frequently than the low achievers and there are significant differences between those two groups in their use of the four categories. By contrast, there are no significant differences (p>.05) between the two groups with respect to their use of compensation strategy and social strategy. The means of compensation strategy of the low achievers is a little bit higher than those of the high achievers. The uses of the social strategy by the two groups are both at a low level.3) Lack of professional training of English learning strategies causes some students to be conceptually confused about some English learning strategies. Furthermore, some students feel no interest in English learning, regarding the passage of examinations as the only goal and refusing to bother about how to better develop their target language skills. Naturally their lack of intrinsic motivation badly affects their proper choice and effective use of English learning strategies. The two factors, to a considerable extent, contributed to the current unsatisfactory situation.4) The computer-assisted autonomous learning mode is quite different from the traditional mode. The flexibility and the enlarged information resources of the target language brought about by the new mode of college English teaching and learning arouses some students'interest in English learning and at the same time make some students feel at a loss what or how to do. And this in turn causes them to choose different strategies in their English learning. However, the current evaluating system still restrict students in their choices of learning strategies, making them all, either high achievers or low achievers, still examination-oriented in their English learning. High achievers are more purposeful in their approach to a given task and were more aware of their individual needs. By contrast, low achievers still follow their habit in their English learning only for the purpose of passing the examinations. All this may partly explain the significant differences in the strategy use between high achievers and low achievers in CALL environment.The present study also has strong pedagogical implications:First, students should attach more attention to strategy use in their process of English learning. The most effective way to heighten learners'awareness of language learning strategies is to provide them with systematic related training. The computer-assisted autonomous language learning makes it necessary and urgent for students to use language learning strategies. Thus teachers are expected to give them timely guidance or training so as to facilitate their language learning, especially in CALL environment.Second, the current evaluating system should be integrated with the College English teaching reform. Only in this way,can the current college English reform hopefully succeed so that the students could reasonably choose their strategies in different situations.Third, it is of great importance to arouse students'interest in English learning or to increase their intrinsic motivation in College English reform. Efforts are expected to be made to combine the development of students'English learning motivation with the improvement of their strategy use awareness.