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A Study On Non-English Majors’ Affective Factors In Web-based Autonomous Language Learning

Posted on:2013-06-14Degree:MasterType:Thesis
Country:ChinaCandidate:W LiFull Text:PDF
GTID:2255330398951879Subject:Foreign Linguistics and Applied Linguistics
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Ever since the introduction of the theory of autonomy into language learning in the20th century, discussion on how to create favorable environment for autonomous learning has proliferated and become a heated topic for researchers and educators in this filed. With the rapid development of computer and Internet technology, web-based autonomous language learning came into being as an innovative learning mode which conformed to the trend of college English teaching reform nationwide. Although web-based autonomous learning does bring privilege to second language learners, the general outcome fails to live up to our expectation, as learners to a large extent can not take full advantage of this platform to exercise their autonomy properly. Previously, cognitive factor and learning strategy have aroused plenty of concern in autonomous learning research and yielded satisfactory results; however, it is still proved inadequate to solve the low effectiveness of web learning. Affect, a crucial factor of learners’ psychology and individual difference in second language acquisition, is assumed to be of significant correlation with autonomous learning performance and effect. Therefore, this thesis is intended to study non-English majors’ affective factors in WALL from different perspectives, so that the reasons for affective deficiency would be pinpointed and feasible solutions will be worked out.To find out the current situation of learners’ affective state and web learning behaviors, a questionnaire, which was modified from the authoritative versions of previous researchers, was conducted among110freshmen and110sophomores in Wenzhou Medical, only199of which were collected as valid. The gathered data were subjected to statistic analysis by SPSS17.0. After then, a face-to-face interview was carried out with5freshmen and5sophomores for the purpose of clarifying certain confusing results from data analysis and seeking for reasons of their exiting problems. Meanwhile, class observation is applied as well to obtain some first-hand information for this study.Major findings of this study are listed as follows:1) Learners, as a whole, hold positive affect in web-based autonomous English learning. The independent t-test indicates that there is no significant difference in the affective factors between freshmen and sophomores.2) Students generally report moderate frequency of web application. Compared with freshmen, sophomores make less access to web learning and display poorer WALL performance. However, sophomores’larger standard deviation perceived in each stage of learning process suggests that substantial individual diversities exist in them.3) Most affective variables are in close relationship with actual learning behaviors. Integrative motivation overwhelms instrumental motivation in cultivating students’autonomy in web-based learning. The increased anxiety doesn’t seem to threaten the learning performance, and the decreased anxiety exhibits stronger effect on sophomores’whole learning process than on that of freshmen. Moreover, despite the high correlation between attitude towards learner-centeredness and satisfying learning behaviors, the positive attitude fails to backup the key stage of effectual online learning, and this situation is not of any notable improvement with the ascending of grade.Based on the above findings, suggestions are put forward to promote learner’s autonomous learning ability by optimizing the affective factors of lower grade students and upper grade students respectively. It is hoped that the findings of this thesis will provide some help and inspiration for future research, and the pedagogical implications will offer certain reference for English teachers to enhance the effectiveness of web-based autonomous learning.
Keywords/Search Tags:affective factor, web-based autonomous language learning, weblearning behavior, correlation
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