Managing Information Overload In CALL Environment-Illumination From The University Of Nottingham's Strategy Training

Computer-assisted language learning (CALL) is popularly applied in college English as a Foreign Language (EFL) classroom around China. Network-based language leaning (NBLL), as an extension of CALL, is also an option for in-class or after-class EFL learning. Information overload (IO) is a common problem in CALL. On the basis of literature review on CALL, IO, learning autonomy, learning strategies as well as learning strategy training, the study investigated into Chinese English learners'perceptions to IO and their learning strategy use as well as the stategy training in the University of Nottingham, Ningbo, China. It aims to contribute some ideas to Chinese college English reform and autonomous learning research by exploring how the western education system helps students manage challenges in CALL through the implicit and explicit instruction of learning strategies in classroom.First, at the beginning of students'study in the University of Nottingham (UNNC), students's perceptions to IO and learning strategy use are found out by questionnaire and interview.Then, at the end of students'first year's study in UNNC, students's perceptions to IO and learning strategy use are investigated again by employing questionnaire and interview.At last, observation of the teaching practice of the first year program in UNNC is conducted to see how the university is integrating strategy training into teaching activities. The quantitative and qualitative study reveal several striking findings: at the beginning of their study in UNNC, many students report IO as one of the main problems when studying in and after class. But after one year's study, they report less IO while in fact, they are still having much, even more information input. They seem to have mastered various strategies to manage IO according to their responses during the interview about their leaning strategy use and how they have developed these strategies. Also, students seem to understand autonomous learning and are ready to be responsible for their own study in UNNC. During the observation, it is found that UNNC integrates learning strategy training into all teaching activities.These findings have significant implications for English teaching in Chinese CALL environment. Enough attention should be paid to IO and language learning strategy training. It is reasonable to integrate language learning strategy instruction into all teaching activities in and out of class in various ways to help manage problems in CALL like IO so as to make them become autonomous learners. The teachers should also be trained to implement strategy-based instruction inside their teaching process.