2006 CALL
International Conference
2nd June—4th June 2006
An Empirical Study of Computer Assisted
Language Learning and Cultivation of Autonomous
Learning Competence
Guo Naizhao: Shanxi University of Finance & Economics
Jia Guizhen: Guangdong Ocean University, China
E-mail: guonaizhao@126.com
1.Introduction
• Students’ English comprehensive competence, directly affects
the national economy and students’ employment prospects.
• Tertiary providers are trying to emphasize the importance of
students becoming life-long-learners.
• The rapid development of computer technology has provided
access to a wide range of electronic communications media
and the Internet.
• We believe that learner autonomy model through CALL is an
effective way of raising classroom-teaching quality while
cultivating students’ life skills.
1.Introduction
• The Chinese Ministry of Education launched a new teaching
reform program of college English in mainland of China during
February 2004.
• The goal of the program is to shift the textbook-based
teaching model to computer-assisted teaching model; to shift
cultivating student reading comprehensive ability to focusing
on raising student comprehensive application competence,
especially listening and speaking capacity; to change the
examination model of college English so as to make it close
to the model of IELTS (Li Pengyi, 2005).
• The research provides some new ideas for the language
teaching reform program of the Chinese Ministry of Education.
2. Disadvantages of the traditional teaching
model and current problems
• College English teaching in China has made
great progress since the central government
opened the door to the outside world.
• For many years, the grammar-translation
method dominated English teaching .
• At this point I’d like to use myself as an
example of the traditional Chinese approach to
English language education.
2. Disadvantages of the traditional
teaching model and current problems
• A survey of students at SUFE showed that, at
present, college students’ autonomous
learning ability is particularly weak,
• We should explore new approaches to
teaching.
3. Learner autonomy has proved
effective in language learning
• Since the publication of Henri Holec’s (1981) work,
Autonomy and Foreign Language Learning, the
concept of autonomy in language learning has been
a topic of widespread discussion in the western
countries.
• Many researchers and theorists define learner
autonomy in different ways.
• Holec (1981: 47), an influential advocate of
autonomy in language teaching has explained it as
the “ability to take care of one’s own learning.”
3. Learner autonomy has proved
effective in language learning
• Dickinson (1995:79) considers autonomy as “both an
attitude towards learning and a capacity for
independent learning”.
• “Learners become self-directed (i.e. are able to
determine their own learning objectives, choose their
own ways of achieving these, and evaluate their own
progress)" (Ellis, 1994: 516).
• Li Ming (1999:7) argues: “cultivating a learner’s
independence or autonomy should be regarded as
the ultimate goal that teachers or educators try to
pursue.”
3. Learner autonomy has proved
effective in language learning
• The research team at SUFE considered that learner
autonomy in EFL in China should involve the learner in:
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setting realistic goals and planning a program of work;
taking charge of his/her own learning;
using learning strategies effectively;
developing strategies for coping with new situations;
creating and making good use of study environments; and
evaluating and assessing his/her own learning process.
4. ICT provides a broad scope
for autonomous learning
• Computers have been used for language teaching
ever since the 1960's. According to Warschauer &
Healey (1998), this 40-year period can be divided
into three main stages: behavioristic CALL,
communicative CALL, and integrative CALL.
• Levy (1997:1) defines CALL more succinctly and
more broadly as "the search for and study of
applications of the computer in language teaching
and learning".
4. ICT provides a broad scope
for autonomous learning
• Technological and pedagogical developments now
allow us to better integrate computer technology into
the language learning process.
• Modern education in China has been gradually
breaking away from the traditional teaching model of
teacher-blackboard-textbook-student and introducing
various educational means of technologies such
slide shows, projection, television and video and so
on.
5. The Experiment at Shanxi University
of Finance and Economics
5.1 Hypothesis
5.2 Aims and objectives of the experiment
5.3 Research approach: Contrastive
investigation
5. The Experiment at Shanxi University
of Finance and Economics
• After the students of Grade of 2004 entered the
university, they first attended the graded test.
• students were divided into two-level classes
(Classes A and B).
• There were 500 non-English major undergraduate
students taking a major in English, with three
teachers involved in their instruction during the
experimental period at SUFE.
5. The Experiment at Shanxi University
of Finance and Economics
• The teaching approach in the experimental classes
was one in which teachers combining face-to-face
classes (Reading and writing course) with students’
autonomous learning sessions using the ICT network
(Online course). Thus, they had listening and
speaking training in small groups (Viewing, listening
and speaking).
• The teaching ratio during face-to-face teaching,
autonomous learning, and listening and speaking
was 2:1:1 (see Figure 2).
5. The Experiment at Shanxi University
of Finance and Economics
• Experimental classes and non-experimental
classes were required to study the New
Horizon College English-Reading and Writing
course.
5.4 Assessment methodology
• It was important to establish a rigorous,
objective, and accurate assessment system.
5. The Experiment at Shanxi University
of Finance and Economics
• The new formative assessment policy of the
teaching/learning process took into consideration
three aspects of student activity:
These are students’ self-assessment,
students’ assessment of each other
and the teacher’s assessment of students.
• Final assessment refers to the end of course
examination and the level examination.
6. Optimizing the learner autonomy
model of CALL
6.1 Why to optimize the learner autonomy model of CALL
Learner autonomy model of CALL implies a form of
autonomous language learning in which, under the
supervision of the teacher, students actively choose learning
contents, learning rate of progress, learning time and place
according to their individual features and needs with the aid of
computer technology.
6.1 Why to optimize the learner
autonomy model of CALL
• In these information-rich times, students need to deal
with a vast range of information that relates to the
rapidly changing nature of the educational
environment.
• Research studies agree that technology is effective
for learners.
• Technology is "especially beneficial for English
language learners (ELLs) because they are often
disengaged from schools and they have generally
experienced more failure than success in learning
situations" (Padrón & Waxman, 1996, pp. 344-345).
6.2 The new and differentiated roles of teachers
• The students’ learning become the core of
learning and teachers’ teaching become
guidance.
• Teachers are willing to change and shift their
roles in the classroom from information
providers to facilitators, guides, and colearners,
6.2 The new and differentiated roles of teachers
• As facilitators, teachers provide rich learning environments,
experiences, and activities; create opportunities for students
to work collaboratively, to solve problems, to do authentic
tasks, and to share knowledge and responsibility.
• As guides teachers play complex and varied roles. They
mediate, model, and coach. Teacher modeling involves
thinking aloud and demonstrating. Coaching involves giving
hints or cues, providing feedback, refocusing student efforts,
assisting students in the use of a strategy.
• Given the diverse opportunities and challenges present in
education, teachers are often co-learners and co-investigators
right alongside students.
6.3 Three panels of the learner autonomy model of CALL
Learning before class (Stage 1): Learning before class
requires students to identify definite personal goals of learning,
study some contents alone, and finish objective testing.
Classroom teaching (Stage 2): This work functions to
help students make use of the materials and to help them to
actively engage with the teachers’ classroom activities.
The work outside-class (Stage 3):
6.4 How to optimize the learner autonomy model of CALL
• Teachers combined the reading and writing course with
listening and speaking unit and with network learning unit as
well.
• The reading and writing course was designed to pass on
essential English knowledge, and to focus on the
development of students’ technical application.
• Teachers pay more attention to cultivation of students’ writing
ability.
• And the students were required to write a composition every
weak and the teacher would check to see who completed the
task of compositions better.
6.4 How to optimize the learner autonomy model of CALL
• In terms of viewing, listening and speaking course,
teachers focused on the cultivation of students’
spoken language capacity.
• In online course students also had listening and
speaking training.
• A mutual e-mail box was applied as an exchanging
platform for the teacher and the students to
exchange valuable information and express their
view of points.
6.4 How to optimize the learner autonomy model of CALL
• Sharing documents were also set up, through
which students can learn and review what the
teacher delivers previously in reading and
writing course.
• Students can use CD-ROM freely on their
computers in class and out of class as well.
• The network has the features of rich
information, various and original in the choice
of subjects, and timely feedbacks.
6.4 How to optimize the learner autonomy model of CALL
• Teachers carried out level-based teaching method to
develop the students’ capacity and focused on
student individual development.
• Students are encouraged to be interdependent and
to work collaboratively.
• The teaching staff, too, needed to develop effective
monitoring and control mechanisms and carry out
accurate, objective evaluation
7. Preliminary findings of the teaching
experiment at SUFE
• The comparison of listening and writing overall
grades of the experimental classes and the
control classes of the experimental program in
September 2004 and January 2006. (Table 1: )
7.1 The results analysis of the students’
academic achievements
• It is found that there are some significant
differences between the experimental classes
and the control classes
• First, compared with the control classes, the experimental
classes got much higher grades in listening comprehension.
• Secondly, the grades of the experimental classes are much
higher than those of the control classes in writing.
7.1 The results analysis of the students’
academic achievements
• There are some significant differences
between experimental classes and the control
classes in their motivation and confidence in
learning of English.
• Most students have formed the habits of autonomous learning
before class and after class.
• When new teaching strategies were introduced to enhance
the learning process students can become autonomous
language learners
7.2 Association of Findings in
relation to the Literature
• This investigation supported the
understanding that autonomous learning is
certainly not “teacher-less learning.” As
Sheerin (1997, cited in Benson & Voller, 1997:
63) succinctly states, teachers ‘have a crucial
role to play in launching learners into selfaccess and in helping them to stay afloat’.
7.2 Association of Findings in
relation to the Literature
• This investigation supports the view that developing
some degree of autonomy is essential if learners are
to become effective language users (see Littlewood,
1996; Nunan, 1997; Breen, 1984). This view is most
succinctly summarized by Knowles, (1975: 34).
“There is convincing evidence that people who take
the initiative in learning learn more things and learn
better than do people who sit at the feet of teachers,
passively waiting to be taught.”
7.3 A range of impressions of the students
involved in the teaching experiments
• The investigation found that most students
could take charge of their own learning.
• The students have become accustomed to
some new learning strategies.
7.4 Practical recommendations to
the teaching experiments
• 7.4.1 Reading and writing course should be
taken in a small size class
• 7.4.2 Network English learning unit should be
arranged outside class
• 7.4.3 Replacing the old technology became a
priority.
8. Conclusions
• The learner autonomy model of CALL proved to be an
effective and efficient way of language learning in Chinese
contexts,
• If the students are to be independent learners what the
teachers should do most importantly is to make students
realize that learning is a long-life thing.
• During the process of developing students’ autonomous
learning capacity, teachers’ role is crucial.
• Group study is a good way to cultivate students’ cooperative
competence and autonomous learning capacity.
Thank you for your attention.
E-mail:guonaizhao@126.com