A Study Of The Effect Of College English Multimodal Teaching Mode On Students’ Autonomous Learning Ability

As the multimedia and internet are widely used, the theory of teaching evolves and thereform of teaching is executed, many College English classroom teaching modes emerge.College English teaching mode is being transformed from the traditional teaching mode, whichis solely based on conversations and texts to the multimodal English teaching mode, whichcontains conversations, pictures, audio, movies and so forth. And the application of CollegeEnglish teaching mode should be beneficial for the cultivation of life-long learning skills.Furthermore, the life-long learning skills can also be called students’ autonomous learningability.Learners’ autonomous learning ability makes a great difference in English learning.However, a lot of college students fail to know how to learn autonomously, especially thenon-English-major students. They have a relatively poor basis of English when they become acollege student because they are always taught in the traditional way, which ignores, to someextent, the cultivation of English learners’ autonomous ability. Thus, most college students’autonomous ability is not satisfactory.The purpose of the study is to investigate the effect of College English multimodalteaching mode on students’ autonomous learning ability. And it aims to answer whether thereare any effects of multimodal teaching mode on students’ English autonomous learning ability;and how the multimodal teaching mode affects the students’ autonomous learning ability interms of its four dimensions.The participants of this empirical research were30students of the experimental class fromDezhou University, in which multimodal teaching mode is adopted. The present study lasts onesemester. The multimodal teaching mode focuses on the interaction between the teacher and thestudents, the selection and application of multimodal elements, for instance the multimodaltextbook, multimodal PPT and the teacher’s multimodal discourse. The author gets theinformation on the students’ autonomous English learning ability by means of the questionnaire.The questionnaire covers the following four aspects to measure the changes of the students’autonomy: setting learning goals, applying learning strategies, supervising and assessing thelearning process and English learning motivation. The participants are requested to answer the same questionnaire twice: the first time is before the experiment (Pre-questionnaire) and thesecond time is after the experiment (Post-questionnaire). The returned valid data wereprocessed by the SPSS19.0.Through the data analysis, it is found that the College English multimodal teaching modesignificantly influences the learners’ autonomy on the whole. But as the four dimensions of thelearners’ autonomy, the effects are a bit different. It affects significantly in terms of theparticipants’ supervising and assessing the learning process and setting learning goals, but justhas made a little improvement on their English learning motivation and their ability to applylearning strategies.Although some limitations do exist in the study, the scientific research methodology andstatistical method are adopted to analyze the effect of college English multimodal teachingmode on students’ autonomous learning ability and given a new outlook for the further study ofCollege English multimodal teaching mode.