Autonomous Learning In A Forum-assisted Writing Context

This study, employing both quantitative and qualitative methods, investigates thelearner autonomy development of a group of Junior English majors in a forum-assistedwriting context as well as factors that have influenced the process. The quantitative dataare obtained from a learner autonomy survey before and after the course to see the generaltrends of the learner autonomy development, while the qualitative data, such as interviews,classroom observation notes, participants’ course products, are collected and analyzed inorder to gain insights into the process of participants’ learner autonomy development. Themajor findings of the study are summarized as follows:Firstly, participants have experienced a struggling process of autonomous learning inthe forum-assisted writing context. Most of them underwent initial awareness of their ownweaknesses in writing to making full endeavors for essay improvement, finally to a bettercontrol of their own learning.Secondly, both survey results and qualitative data show that participants haveexperienced some changes in all aspects of learner autonomy development. Distinctivechanges are found in areas of identifying what has been taught, formulating writing plan,monitoring the learning strategies and applying learning strategies. No obvious changes arefound in the category of assessing one’s own learning, which might be attributed to thetraining of their previous writing course.Thirdly, several factors are found to have facilitated or inhibited participants’ learnerautonomy development. Facilitating factors include forum-assisted interactive learningopportunities, peer help and instructor help. The online interaction facilitates participantsreflecting on their writing and further spurs them on taking others’ advice to perfect theirwriting. Besides, peer and instructor help, particularly peer feedback and the instructor’sface-to-face comments, not only stimulates participants’ reflection on their own writing,but enhances their learning interest. Inhibiting factors include the web access constraints, course-related management problems and participants’ time constraints.Based on the above findings, the researcher draws some implications for both theinstructor and participants, such as the need for the instructor’s more involvement inparticipants’ forum discussions and participants’ more active use of forum discussions fortheir learner autonomy development.