An Experimental Study On Web-Assisted Self-Access Learning In College English

This is a study on the feasibility and effects of the reform in the College English course by integrating computer and web into the class. The research is a part of the Web-Assisted Self-Access College English Teaching and Learning Project conducted in Huazhong Agricultural University and sponsored by the Educational Department of Hubei Province.In order to justify the application of a hybrid of conventional and web-assisted self-access learning from theoretical point of view, the author first gives a brief introduction to some previous researches and related theories: the development of CALL (computer-assisted language learning) and WALL (web-assisted language learning), the concept of self-access learning and its theories, constructivist instructional and learning theories. They provide sufficient theoretic basis for this experimental study. The correlations between constructivism and WALL, WALL and self-access learning are also presented in the paper.CALL and WALL have been developing fast in the past decades. Prior studies on WALL have focused on course/curriculum development issues and instructional efficacy from the perspectives of faculty and administration. Though having received some questioning, in general, these studies have stressed the benefits of computer-based technology for instructional uses.According to Bruner, constructivism is a cognitive theory that regards learning as an active process in which learners construct new ideas or concepts based upon their current/past knowledge. While a networked learning environment is an autonomously accessible web resource that combines hypertext course materials, online communication channels, multimedia and other interactive features. Constructivist theory makes many claims about the potential of such environments.As Dickson defined it, self-access learning is a situation in which the learner is totally responsible for all of the decisions concerned with his/her learning and the implementation of those decisions. WALL is an excellent way to realize and promote self-access learning since it exactly coincides with the principles of learning individualization, personalization and learner training.Then the author introduces an experimental study on a hybrid of web-assisted self-access learning and conventional class from September 2004 till now. The statistical result seems to suggest that the introduction of web-assisted self-access learning into College English course makes a real difference. Analysis and discussion have been done based on four questionnaires and the subjects' performances of four tests. The results show that most students hold a positive attitude towards the new mode. The survey into students' web resource consumption habits reveals that there is a consistent tendency between students' frequently-used resources and students' choice of helpful resources. While no consistency is found between students' frequently-used resources and the resources they consider being interesting. It is also revealed that the students in experimental group tend to employ learning strategies more frequently. However, the difference between groups in utilizing learning strategies is not significant. We also find that web-assisted self-access learning can bring very significant efficacy to promote students' performance in the initial phase. But in the long run it may be just equally effective as the conventional mode.Consequently, we can tentatively draw the conclusion the new mode has some advantages over the conventional one in College English teaching and learning. It is feasible if the technological barriers are removed and conditions permit. Web -assisted self-access learning may play an important role in the future College English teaching and even in the ELT field.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-assisted self-access learning context are also illustrated at the end of the paper.