The Effect Of Task-based SPOC Teaching On Students’ Learning Autonomy In Higher Vocational College

In recent years,with the stout support of the national education policy,The numbers of Joint Institutes and programs of Chinese-foreign cooperation of running schools students at the higher vocational level have also increased drastically throughout the country.This group of students possesses poor English standard,weak learning ability,low interest in English learning,and in contrast strong demand for going abroad to study.As such,the traditional higher vocational English courses cannot fully meet their needs.In addition,the demand for online education in China is intensifying because of the global epidemic.Consequently,the English teaching reform for the existing higher vocational level Chinese-foreign cooperation in running schools joint institutes and program’s students is extremely urgent.The author attempts to comprehensively combine the IELTS listening syllabus with the SPOC teaching model,so as to create a task-based SPOC teaching model and apply it to the daily IELTS listening teaching.This model is designed to improve students’ learning autonomy in English and improve their IELTS listening scores.The subjects of this study are 60 students from classes of 2020 with 30 from the Electronic Automation major and 30 from the Electronic Information Technology major studying in a joint program of higher vocational college in Guangdong Province.The purpose of this study is to verify whether task-based SPOC teaching mode can effectively improve students’ English learning autonomy as well as their English achievement.This study applies a combination of quantitative and qualitative method.First,the author distributed the "Student Autonomy Questionnaire"and "IELTS listening" pre-test papers to students.After which,a semester of IELTS listening teaching experiment was carried out.A task-based SPOC teaching model was adopted in the experimental class,while the traditional teaching mode was adopted in the control class.At the end of the course,the author distributed the"Student Autonomy Questionnaire "and "IELTS listening" post-test papers again to the students,and compared and analyzed the pre-test and post-test results to verify the research hypothesis.At the same time,the author selected six students from the high,medium and low achievement groups in the experimental class,conducted one-to-one and faceto-face interviews with them,so as to further understand the students’ attitudes on the new teaching model.The results of the experimental data show that the students in the experimental class have made a greater improvement in the English learning autonomy and the preand post-test scores as compared to the control class.When further analyzing the interview scripts from the students in the experimental class,they provide positive feedback regarding to the new teaching model,to which stimulate their English learning autonomy and improves their learning efficiency.Therefore,it can be concluded that the task-based SPOC teaching model can effectively increase students’English learning autonomy and their IELTS English listening scores.