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The Research on Improving Non-English Major Students’ Autonomous Learning Ability by Writing Learning Journals

Author: SunChuanHui
Tutor: ZuoYongLin
School: China University of Geosciences
Course: Foreign Linguistics and Applied Linguistics
Keywords: Autonomous learning Influencing factors Learners perceive
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 60
Quote: 0
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Abstract


A hot topic, the role of English academic independent study as a second language acquisition has been stressed repeatedly, college English teaching and learning is important. However, the self-learning is also influenced by other factors, insight into this effect helps targeted to improve students' self-learning ability. Therefore, the purpose of this study is to research tools by learners diary analysis, interviews and questionnaires, to identify the factors that affect their own learning and trying to answer the following three questions: (1) learners perceived to affect their own learning factors? (2) the impact of these factors for different levels of learners What is the difference? (3) the impact of these factors on learner autonomy learning What is the difference? qualitative research, Wuhan University of Science and Technology 135 non-English major sophomore for up to 11 weeks of the experiment. Research tools is on autonomous learning impact factors reflect on the weekly (Guided Journal) interviews. The four steps of the research method according to Creswell (1998) proposed the phenomenon of student weekly diary reflects factors are classified. The results show that: the learners themselves perceived self-learning influencing factors: self-efficacy, attribution, motivation, learning attitude, learner self-esteem, teachers, peer groups, learning environment, socio-cultural and educational technology. The results also show the impact of these factors on different levels of English proficiency learners have different. Furthermore, through the form of a survey to subjects to determine the independent study factors affecting the autonomic its degree of influence by statistical comparison of results showed that the learning motivation, learning strategy, learning cognitive emotional factors attributed to self-learn the most important factor. The results also show that play an important role in the learning environment, science and technology support, human resources support, support from teachers and peers, as well as social and cultural environment of autonomous learning. This study revealed differences between learners themselves perceived self-learning influencing factors and the impact of these factors on the different levels of English learners, autonomous learning English learning contexts influencing factors provide more evidence for the realization of the University of one of the goals of English teaching to improve students' English learning autonomy provide positive guidance.

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