An Action Research On Autonomous Learning In The Computer-and Classroom-Based College English Teaching Model

New chances and challenges to college English teaching and learning appear with the rapid development of society. Some deficiency of traditional teaching and learning modes, which put limited stress on the practice of communication and application skills have been recognized. In this situation, the focus of college English teaching has shifted from emphasizing reading and writing skills to listening and speaking skills, and teaching model has transformed form "teacher-centeredness" to "student-centeredness". With the development of college English teaching and learning reform, autonomous learning which is based on the theories of constructivism, humanistic psychology, and cognitive psychology, has gained more attention and support from educators and scholars. Autonomous learning is an essential complement to classroom learning, if learners are to acquire target language in a realistic period of time. In order to encourage out of class learning, many institutions in the last years have established language learning centers where learners are encouraged to learn independently. Language teachers play an important role in assisting students in promoting learning efficiency and cultivating learner autonomy.This article reports on an research on the practices of learners enrolled in classroom-based college English courses in relation to their outside computer-based autonomous language learning which was proposed in Daqing Petroleum Institute. The project sought to answer the following questions: what prerequisites does the computer- and classroom-based college English teaching model need in autonomous language learning? What are the students' major autonomous learning problems? Do students need extracurricular tutoring and what should tutors do to facilitate students' language acquisition? Last, does autonomous learning lead to better language achievement?In the two-year's action research, researchers adopt lectures, discussion, tutoring class to guide and intervene learners' autonomous learning behaviors, at the same time, utilize learners' profiles, questionnaires, and interview to systematically collect data. The statistical result, questionnaires discussion and interview investigation show that the computer- and classroom-based college English teaching model plays a positive role in improving students' language learning achievement, and learner autonomy can be cultivated and fostered during the learning and teaching process. It is feasible if the technological barriers are overcome and conditions permit.The physical setting, learning materials, teaching staff and students may vary according to different conditions, while the same purpose should be achieved to help students to obtain language knowledge, practical skills, learning strategies and intercultural communication capacity; to develop students' ability to use English in a well-rounded way, so that in their future studies and careers they will be able to communicate effectively, improve their ability to study independently so as to meet the needs of individual and social development.