Study On Self- Regulated English Learning In WME

Since the first College English teaching reform in 2004, which emphasized the role of information, technology and individuality in the language teaching and learning practice, the Administration of Education stipulated the new College English Curriculum Requirements, further emphasizing the mode of the web-based environment and self-regulated language learning.The scholars home and aboard have conducted researches on Web-based language learning, self-regulated language learning and self-regulated language learning in the Web-based environment theoretically and practically. Web-based learning environment in nature changes the input mode of language learning, and input is known as the beginning of language learning. Having examined the former related researches, the author finds that the researches are quite few, which were conducted from the perspective of language input. Therefore the present study attempts to consider the language input, language learners, self-regulated language learning and web-based language learning environment as a whole system and explore the interrelationship among them. Specifically based on the theory of input by Krashen, Self-regulation by Zimmerman and Bandura, and the theory of constructivism, the author describes the characteristics of the input mode altered by the web-based language learning environment and puts forward the following three questions accordingly: a)Can the multi-channeled language input in web-based language learning enhance the students'self-regulation? b)How can the web-based language learning environment improve the learners'self-regulation? c)Can the web-based multi-media environment enhance the learners'language input and output?The present study took the quantitative study mainly. The quantitative study consists of two parts: The first is the 60 copies of the questionnaire from the sophomores of the agronomy in Northwest University of Agriculture and Forestry, which is made up of three sections. They are a)the students'attitude to web-based multi-media environment; b)the students'awareness toward self-regulated language learning and c)the students'attitude to the self-regulated language learning in web-based multi-media environment. The second is about the analysis of the two examination results before and after the experiment respectively. Through the thorough analysis of the data , the author found that 1)most of the subjects hold positive attitudes to the web-based multi-media environment; 2)some subjects know little about the self-regulated language learning and do not use the strategies and skills accordingly; 3)the multi-channel language input in the web-based multi-media environment can enhance the self-regulated language learning effectively and thus bettter the learners' language proficiency.