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A Study on English Learner’s Affective Factors in Web-based Autonomous Language Learning

Author: LiuHongMei
Tutor: LiuChangJiang
School: Nanjing University of Aeronautics and Astronautics
Course: Foreign Linguistics and Applied Linguistics
Keywords: WBALL affective factors correlation optimize
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 121
Quote: 0
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Abstract


Since the 20th century, great emphasis has been laid on autonomous learning. Nowadays web-based learning is rendered as a promotion of learner autonomy. Although web-based learning environment brings privilege to autonomous learning, learners in general can not make full use of this platform to exercise their autonomy properly. A lack of affective concern, which is an important factor for second language acquisition, is suggested to be a vital cause. Therefore, this dissertation, based on theories of learner autonomy and affect, is intended to study English learners’affective factors in WBALL from different perspectives.Firstly, the paper endeavored to find out what affective factors are involved in WBALL. Altogether 177 subjects took part in the research, among whom there were 87 freshmen and 90 sophomores. Questionnaire sheets were handed out in regular class time in English learning classroom, only 140 of which were collected as valid. After then, the gathered data were analyzed by means of SPSS11.5. Secondly, efforts were made to explore the impacts that affective factors exert on WBALL. In this process, a face-to-face interview was conducted with four sophomores and four freshmen with the purpose to gather in-depth information on learners’affective factors and their web-learning behaviors and to clarify some of the issues arising from data analysis. Finally, measures were taken to optimize affective factors in WBALL, mainly through three different phases of autonomous learning, namely, the preparing and planning phase, online learning phase and assessing and regulating phase.Findings of study reveal that: 1) Learners, as a whole, hold positive affect towards web-based autonomous learning. 2) WBALL is reported to be of moderate frequency in applying web-based autonomous learning. Compared with freshmen, sophomores make less access to autonomous learning and are found to be of poorer WBALL behaviors. 3) Affective factors do have correlations with WBALL behaviors, except attitude. However, the factors which are of significant correlations with behaviors are either of low possession in English learners or of decreasing tendency in ascending grades （from freshmen to sophomores）. 4) As WBALL process is classified into three stages, the second stage—the stage to carry on actual online study, requires the strongest affective concern.As regards the above findings, implications are put forward to further promote learner’s WBALL ability. Certain limitations are inevitable in this study.?In spite of the limitations, this study does provide some insight for future research. The frame constructed to optimize affective factors in WBALL is expected to offer reference for web-based autonomous learning.?

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CLC: > Language, writing > FOREIGN > English > Language teaching
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