大學生對自主學習的觀點： 以國立高雄第一科技大學多媒 體英語自學中心為例研究 NA3C0014 陳怡潔 Time ： 15 minutes 1

Outline  Problems  The purpose of study  Literature review  Research questions  Methodology  Conclusion 2

Problems Problem 1: –The attitudes of students toward self- directed learning require further study. Problem 2: –The management of the MELC needs to be evaluated. Problem 3: –The effectiveness of the self-access learning program needs further survey. 3

Problems –Problem 4: The promotion and utilization of on-line learning resources in the MELC is uestionable. - Problem 5: The likelihood of change in student learning attitude and continuous practice of self-directed learning in the future after the training is uninvestigated. 4

The purpose of study This study aims to investigate students’ attitudes toward self-directed learning, the effective management of the MELC, the self- access program, multimedia learning software, on-line resources and the possibility of change in student learning attitude after their graduation. 5

Literature review  Five sections:  Definitions of Autonomy  The Learning Resources in the MELC  Culture and Learner Autonomy  CALL and Autonomy

Definitions of Autonomy Benson (2001) ： “autonomy presents itself in different forms in different individuals and in different contexts. ” Hunt, Gow and Barnes (1989) ： “autonomy” is “the decision-making process involved in identifying problems and making relevant decisions for their solution through access to sufficient sources of information.”

Definitions of Autonomy Littlewood (1996) ： “autonomy” as a capacity depending on ability, depending on the knowledge about how to make a decision and the skills about how to carry out the decision, and willingness, depending on the motivation and the confidence to take responsibility for the choices required.

The Learning Resources in the MELC Gill Sturtridge states (1997) ： future language learners are more and more relying on the resources in an increasingly technological world. Benson (2001) ： learners could develop skills associated with control over learning plans and selection of learning materials through processes of experimentation and discovery thru freedom of choice.

The Learning Resources in the MELC Brett (2005) ： the advantages of multimedia learning software include 1.Learners’ interactivity with learning materials. 2.A flexible self-study resource that accommodates learner differences. 3.Plentiful materials and built-in feedback for autonomous learning. 4.Repeatability in reacting to learners’ requests.

The Learning Resources in the MELC 5. Presenting authentic materials. 6. No threat of public loss of face when making errors during usage. 7. Being a tutor.

Culture and Learner Autonomy Hosted and Bond (1984) ： “Chinese culture has a low level of individualism and is high on collectivism”. Kennedy (2002) ： “the picture of passive, non- participative Chinese learners and teacher- dominated, authoritarian classrooms is common”. Crookall (1995) and Littlewood (1999) ： “ autonomy is not so appropriate for Chinese students who are used to respecting teachers’ authority and are dependent on teachers’ instruction ”.

Culture and Learner Autonomy Gardner and Miller’s study (1997) ： Hong Kong students suggest that a great many students thought that self-access learning was as effective as learning in the classroom. Sinclair(1997) ： The Western view of autonomy may focus on individual and psychological aspects, whereas the Chinese may emphasize on collectivism or Confucian-based values

CALL and Autonomy Chapelle(2001) ： Computer-Assisted Language Learning (CALL) has been widely accepted as a term referring to “the area of technology and second language teaching and learning” since Meich, Nave and Mosteller (1996) ： CALL can greatly improve learning achievement in comparison with traditional instruction.

CALL and Autonomy Meskill (2002) ： computers can only judge limited answers and provide predetermined feedback, but it cannot estimate unexpected input and offer meaningful face-to-face interaction.

RESEARCH QUESTIONS What are students’ viewpoints and attitudes toward English self-directed learning? Are students satisfied with the management of the MELC? Are students satisfied with the self-access program, multimedia learning software, evaluation method and weekly allotted time for self-directed learning? 16

Are students familiar with the on-line learning resources in the MELC? What is the likelihood of a change in student learning attitude and continuous practice of English self-directed learning after students leave school? RESEARCH QUESTIONS

Methodology 18 Participants ： 1. College of Foreign Languages, College of Management, and College of Engineering at KFUST. 2. Students at Levels 1 and 2, the lower levels, are required to conduct extra 18 hours of English self-directed learning in the MELC in addition to 2 hours in-class instruction,

Methodology 19 Participants ： 1.In this study were 217 students, comprising 113 students from Level 1 and 104 from Level 2, 65 females and 152 males. 2.Department of Foreign Language ： 31 students Engineering ： 135 students Management ： 51 students

Methodology 20 Instruments ： Questionnaire. The questionnaire focuses on five main areas : 1. Students’ belief in and attitude toward English self-directed learning. 2. Students’ satisfaction with the management of the MELC. 3.Students’ satisfaction with the self-access program.

Methodology Students’ familiarity with the on-line learning resources in the MELC. 5. The likelihood of change in student learning attitude after students leave school. Before I discuss the design of the questionnaire in detail, I would like to start from the consent form and personal data form.

Conclusion 22 1.Most of the students consider self- directed learning as an important ability toward the management of their own learning. Half of them report that to develop self- directed learning skills in school is a difficult task while the other half considers the same task as easy.

Conclusion 23 2.More than half of the students like the learning environment are satisfied with the equipment and facilities provided by the center. However, when it comes to working attitude of the staff, the opening hours of the MELC, the paper learning passport, and English counseling services, the results indicate the need for improvements.

Conclusion 24 3.More than half of the students are atisfied with the self-access program, multimedia learning software and assessment method. Nevertheless, most of the students think the weekly allotted time for self-directed learning in the MELC should be increased.

Conclusion A fairly low percentage of students are familiar with the on-line learning resources offered by the MELC. The top three reasons for why they do not use on-line learning resources are “I do not have any information about them,” “I do not know how to use them” and “My English is not good enough to use them.”

Conclusion Approximately half of the students report that they have improved their listening and speaking skills after their training in English self-directed learning.

Conclusion 27 In addition to teacher instruction in the traditional classroom, students should learn to become more autonomous and independent in dealing with their own learning inside and outside the classroom. In the future, self- access program providers should pay more attention to understanding the factors involved in building a positive learner attitude toward self-learning beyond the classroom.

Thanks for listening.