Interactive Management And Learning Effectiveness Of Self-access Listening In Lan-based Centers

In recent years, researches on autonomy have emphasized that the development of autonomy necessarily implies collaboration and interdependence with the promotion of interaction. Self-management, one of factors influencing learning, has been overlooked for years in China educational field. The progressing version "interactive management", which has not aroused enough attention, may be or should be one of research emphases in the near future.On the base of autonomy theories and autonomous learning in Chinese colleges, this study aims to investigate the current situation of self-management, the relationship between level of self-management and students' achievements, the necessity of interactive management in learning centers, and explore the most effective managerial model in the computer-student-tutor interactive circumstances.The research passed through two phases:1. From Feb.2008 to Jan.2009,211 freshmen from College of Administration, Zhejiang Shuren University, enrolled in 2007 have been involved in the LAN-based self-instruction listening programme. A questionnaire on learner autonomy & self-management and a test of English level were carried out to investigate the relationship between self-management ability and English level. Learners' performances under self-management and results of learning (listening scores of CET4) were analyzed to find out correlation between management level and learning achievement.2. From Feb.2009 to Jan.2010,132 freshmen at the same English level enrolled in 2008 have been randomly grouped into three interactive management models of self-access listening with different degrees of interaction involved. Learners'performances and listening scores of CET 4 were recorded and compared to investigate listening effectiveness of three interactive management models—student-student, tutor-student, and tutor-group-student.The study reflects learners at higher English level have higher degree of learner autonomy and self-control, and vice versa. There is a significantly positive correlation between management level and listening outcome, which indicates the necessity of interactive management for learners who lack management ability.3 interactive management models were designed and researches were carried on to demonstrate the effectiveness of these management models. "Tutor-group-student" interactive management has been demonstrated superior over the other two models in the listening results of CET 4 after one year's experiment. Some pedagogical implications are achieved through this study. The success of "tutor-group-student" interactive management indicates that besides self-instruction, autonomous learning is preferable to consist of negotiation with teachers for long-term planning, collaboration with group members for short-term decision-making and task-solving, and interdependence on learning groups for inspiration and evaluation. Interactive management can be adopted in self-access centers, classroom settings and extracurricular circumstances for promotion of learner autonomy, cooperation and team spirit.