Postgraduates' Autonomous English Learning Under CALL

Constructivism is a popular learning theory for both autonomy and computer-assisted language learning (CALL). It theorizes that knowledge is not passively received, but actively constructed by each learner; on the other hand, it highlights the importance of the real world contexts where learners can actually see how the knowledge is used and what power they have to construct meaning.Based on the constructivism, an investigation is made in the thesis for the readiness scale of the computer assisted autonomous language learning by Chinese students at the postgraduate level. Above all, the author mainly probes into two aspects: language learning process and strategy use, through which proper ways are expected to be found to improve the postgraduates'autonomous learning ability under CALL. After that, tutorial expectations are examined from the students'perspectives with the intention to better cater for the needs of the autonomous language learners under CALL.The author conducts a survey among postgraduate students in Xiamen University to examine the current situation of computer assisted autonomous English language learning. Results for the background information demonstrate that majority of the subjects have their own computers and most of them use computers more than 3 hours per week. However, this is not the case for the time spent by the subjects in English learning through computers. Therefore, it is much expected by the author that the subjects can spend more time in English learning through computers compared with the time spent in computer use. While as for the general condition offered by the university investigated, further improvement is expected, especially in terms of English materials downloading rate and the richness of English materials through the Intranet. Data of Correlation analysis show that the time spent on computer use is positively correlated with the time on English learning through computers. The more time students spend on computer use, the more time they will invest in English learning through computer technology. With regard to the reality of computer assisted autonomous English learning, postgraduates have made a positive performance in language learning process and the strategy use, except the use of metacognitive strategies. Data of Independent sample T-test show that there are significant differences between frequent computer users and infrequent computer users in most items of their language learning process and the strategy use under CALL. Meanwhile, the significant differences also exist between genders. Apart from some relevant significant differences in language learning process and strategy use, the significant differences also occur in tutorial expectation aspect, especially in terms of strategic guidance and online feedback.At last, the author combines the constructivist theory with the findings and points out that on the one hand, the technological facilities for computer assisted language learning are in need of further improvement, on the other hand, not only should students acquire the relevant learning theories and strategies to direct their autonomous language learning under CALL, but the teachers also need to know how to tutor learners in suitable manners through CALL so as to better help students conduct autonomous English learning with computers and the network.