An Exploration into Learners’ Autonomy in the SAC of Chongqing University Professor Xiaoling Zou Chongqing University June 2006

Aims of the present study Introduction to the SAC of CQU 1 The function of the SAC Problems to be solved in the SAC 5 Suggestions and conclusion

1. Aims of the present study  the SAC’s positive role in improving college students’ autonomous learning competence  Problems existing in the SAC  Solutions to the problems

2. Introduction to the SAC of CQU 1)General survey of the SAC of Chongqing University 2)Theoretical foundation of the establishment of the SAC 3)Principles of the establishment of the SAC 4)Management mode of the SAC 5)Self-assessment system of the SAC

1) General Survey 2003: 89 computers 2004: 315 computers 2005: 300 computers Open to students from Monday to Sunday 700

2) Theoretical foundation three main basic educational psychology theories constructivism humanistic psychology cognitive psychology emphasizestudent-centeredness not teacher-centeredness core principleconcept of self-access

3) Principles  drawing experiences and lessons from other ones home and abroad  meeting the needs of the reform of College English education.

3) Principles multimedia large class for reading small class for speaking and writing autonomous class for listening

Rich resources English On-line Moodle Course Platform English Learning Databank

4) Management mode Self-access learning Works presentation Group discussion

4) Management mode Listening & Speaking of College Experiencing English Listening and Speaking of Interactive English New Horizon College English New Concept College English

5) Self-assessment system Record of the learning results

5) Self-assessment system Analysis of the learning results

3. The function of the SAC 1) Horizontal contrast of language tests 2) Vertical contrast of language tests

1) Horizontal contrast of language tests Group statistics for the finals of experimental class and controlled class NumberMean scores Std. deviation Std. error mean Experimen tal class Controlled class

1) Horizontal contrast of language tests Independent sample tests for the finals of experimental class and controlled class Levene ’ s Test for equality of variances T-test for equality of means FSig. T dfSig. (2- tailed) Mean differ ence Std. error differe nce 95% Confidence interval of the difference LowerUpper Equal variances assumed Equal variances not assumed

1) Horizontal contrast of language tests contrast of the pass rate of CET-4 between the SALL grades (2003, 2004) and the traditional grades (2000,2001,2002) Grade th term Grade th term Grade th term Grade th term Grade rd term Pass rate47.2%45.7%51.4%63.5%63.7%

2) Vertical contrast of language tests Correlation between mean scores of on-line speaking and on-line speaking time

2) Vertical contrast of language tests Correlation between mean scores of on-line listening and on-line listening time

2) Vertical contrast of language tests correlation between total on-line scores and total on-line learning time

2) Vertical contrast of language tests Pearson’s coefficient and significance of variable 1 and variable 2 Variable 1Variable 2Correlation coefficient Correlation strength Definitive coefficient Significance Mean scores of on-line speaking Time of on-line speaking Medium Significant Mean scores of on-line listening Time of on-line listening Medium Significant On-line total scores On-line total time Very strong Significant Total scores of finals On-line total scores Weak Significant Total scores of finals On-line total units Very strong Significant

4. Problems to be solved in the SAC 1)Inappropriateness of using language strategies 2)Shortage of motivation 3)Consciousness of dependence

1) Inappropriateness of using language strategies Rank Starting Level Learned Units Average Scores for Speaking Average Scores for Listening Total Scores Time Spending on Speaking Time Spending on Listening Total Time Retrieval results according to ‘starting level’=3 and ‘learned units’=7 (time unit: min)

2) Shortage of motivation Students’ attention is apt to be distracted due to the shortage of motivation. After a period of study some students even generated boredom and blindness towards autonomous learning.

3) Consciousness of dependence The traditional teacher-dependence, rooted deeply in some students’ mind, leads to unease and blindness in learning English when the students are put into the SAC where there are few interactions with teachers. In September of 2003 when the new center was just open, quite a few students experienced periods of from excitement to confusion, from confusion to anxiety and from anxiety to rational reflection.

3) Consciousness of dependence According to the level of present education in China, the change from ‘teaching’ to ‘learning’ does not simply mean to allow students themselves to learn English in the SAC without control of the teachers, but to learn in the way of self-exploration, self- discovery, and self-construction under the scientific guidance of the teachers for the ultimate realization of full-autonomy.

5. Suggestions and conclusion  It’s an essential prerequisite for the implementation of independent learning to increase students’ spontaneity through various means.  It’s quite necessary to study further how to let students be aware of the various learning strategies through analysis of the connection between learning results and learning strategies.  It is necessary to instruct students to learn collaboratively.  A space of self-leaning should be created for the purpose of stimulating their learning enthusiasm and cultivating life-long abilities of independent learning.

5. Suggestions and conclusion  The center should make a series of measures to control autonomous learning in and out of class and build a new teaching management system in accordance with the principle of independent learning.  The university should manage the whole process of learning both from the macro and micro perspectives, irregularly check its situation to ensure that learning smoothly goes on under the directions of teachers, courseware and network management.

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