Web-based autonomous learning in the Chinese EFL setting

Abstract

The Chinese Ministry of Education promulgated College English Curriculum Requirements in 2007, according to which we should not only cultivate the college students' comprehensive qualities but also develop their autonomous learning ability. In the meantime, a Computer- and Classroom-Based College English Teaching Model, which was supposed to be an effective way of developing autonomous learning ability, was also put forward. For this reason, the present article explored whether a web-based autonomous learning setting could improve the college students' overall English performance more effectively than the traditional English teaching setting. After two school years' experiment, a t-test was made to compare the scores of Band 4 College English Test between the control group and the experimental group. Questionnaires were also conducted to investigate the experimental group's attitude toward web-based autonomous learning and the expected roles of an English teacher in such a learning setting. The t-test result indicated that the experimental group outperformed the control group in the Band 4 College English Test. Questionnaires showed that more than three fourths of the participants in the experimental group were satisfied with the web-based autonomous learning setting. As for the roles of an English teacher, they were expected to be counselors, facilitators and motivators first and foremost. © 2014 ACADEMY PUBLISHER Manufactured in Finland.