A Study On The Application Of Micro-blog In English Major Undergraduates’ Autonomous Learning

The application of web-based autonomous learning satisfies the requirements of development of times. With the deepening reform of foreign language teaching, web-based autonomous learning attracts more and more attention. The growing number of studies of web-based autonomous learning situation, autonomous learning model and autonomous learning strategies has a great significance of guiding and utility. Micro-blog, as a new media of web, is increasingly regarded as a platform of English learning with its popularity. But it is still in a developing stage. Hence, researches of micro-blog-assisted autonomous learning are rare.Different from traditional research, the thesis makes a tentative study of English major undergraduates’ micro-blog-assisted autonomous learning aiming to know students’ learning situation. The author introduces an empirical study and conducts questionnaires to survey61freshmen’ micro-blog-assisted autonomous learning from English majors in Yangtze University from September2012to January2013. Through the comparison of data of learners’ pre and post experiment, the author understands current situation of learners’ application of micro-blog-assisted autonomous learning, learners’ attitude, motivation, teachers’ role, learning strategies and learners’ performances in micro-blog-assisted autonomous learning; the author discusses and analyzes the data by SPSS. Based on the analysis, the author reveals the problems in students’ micro-blog-assisted autonomous learning and put forward appropriate suggestions for learners to improve learners’ autonomous consciousness, change learning methods and create a favorable environment for learners’ autonomous learning.The findings of the research indicate:(1)77percent of students hold a positive attitude toward micro-blog-assisted autonomous learning.(2) Students’ application of micro-blog-assisted autonomous learning is not very well before the experiment. Only11percent of students used micro-blog to learn English before.(3) In the process of micro-blog-assisted autonomous learning,52percent of students still believe it is the responsibility of teachers to transmit English knowledge on micro-blog. Students have great reliance on teachers.(4) In the process of micro-blog-assisted autonomous learning,80percent of students use cognitive strategy and only40percent of students use meta-cognitive strategy and social/affective strategy.(5) Learners’ English achievements improved in some degree under the micro-blog-assisted autonomous learning. Moreover, it is demonstrated that there is significant positive correlation between learners’ English achievements in micro-blog-assisted autonomous learning and their autonomous learning abilities. So it indicates that micro-blog benefits for students’ autonomous learning to some extent.Based on the above findings, the author puts forward four suggestions aiming at guiding learners how to better use micro-blog to learn English. First of all, students should transfer the passive opinion of micro-blog-assisted autonomous learning and rely on text materials only. Secondly, both teachers and students need to recognize their roles in the process of micro-blog-assisted autonomous learning. Teacher is the guider, facilitator and student is responsible for their learning. Thirdly, teachers should help students set correct learning motivation and stimulate students’interests in learning English so as to achieve the purpose of autonomous learning. Fourthly, train students’ learning strategies, particularly the meta-cognitive strategies and social/affective strategies which is the key of promoting students’autonomous learning. In the end of the thesis, the limitations of the research are summarized and the recommendations for further research on the similar topic are proposed.The thesis involves five chapters. Chapter One introduces the research background, significance and thesis structure; Chapter Two explains definitions, developments and characteristics of micro-blog and theoretical background of learner autonomy; Chapter Three describes the research method and design; Chapter Four is research results and data analysis, including current situation of learners’ application of micro-blog-assisted autonomous learning, learners’attitude, teachers’ role, motivation, learning strategies and learners’performances during their micro-blog-assisted autonomous learning. And then based on the research results, the author concludes reasons during learners micro-blog-assisted autonomous learning and makes recommendations;Chapter Five is conclusion. The author makes responses to research questions and then points out limitations of the research.