Building language-learning environments to help technological university students develop English independent learning

Abstract

This action research discusses how the teacher integrates the technology-based Self-access Center and Web-based environments into an integrated language skills English class at a technological university in Taiwan. In this study, Web-based environments include English learning Web sites, and communication tools including e-mail, MSN, Instant Messenger, and Skype. This study was an out-of-class project aimed at motivating students to make use of various technology-based environments outside the classroom in order to develop integrated language skills and communicate with others. This research seeks to examine the benefits of using technology-based environments out of the classroom and to inspire English as a foreign language (EFL) educators interested in assisting their students to work toward learner autonomy/learner independence by employing authentic and global environments. Data were obtained from students through interviews, reflective diaries and a questionnaire given out at the end of the term. Collected data indicated that although difficulties and problems were encountered, students maintained a positive attitude toward independent learning in various technology-based learning environments and they intended to continue to use Web-based environments for practicing language skills and communicating with others. In this project, the teacher’s support, encouragement, and guidance were regarded as effective and necessary. In addition, motivation, self-confidence and taking responsibility for learning were considered to play vital roles in students’ independent learning processes. Further research needs to focus on whether or not students did continue to use Web-based environments for independent learning after the course ended. Recommendations are made for improvements to EFL pedagogy and learning processes in the Taiwanese context, in regards to study results.”