Autonomous Learning and Web-based English Learning
Date Issued
2003-07-31
Date
2003-07-31
Author(s)
DOI
912411H002083
Abstract
The advent of the Web-based and
multimedia technologies contribute to the
realization and thriving multiple applications
of e-learning.. We can learn anytime,
anywhere and at will through Web-based
training (WBT). Success of WBT requires
not only carefully selected materials but also
well-designed programs. The program
design should be learner-centered and
incorporate a supporting mechanism for
learner autonomy. In the field of second
language learning and teaching,
“learner-centered approach” and
“self-directed learning (or autonomous
learning)” have been a recent research focus.
However, few studies have touched upon
how to develop learner autonomy in a
Web-based learning environment. The
primary goal of the study is to explore the
possibility and efficacy of incorporating the
concept of learner autonomy into the design
of the Web-based English self-study course.
This study consists of literature review and
concept integration concerning autonomous learning, learning strategies, Web-based
instruction, and e-learning course design, as
well as discussion of learner autonomy
issues for the Web-based English program.
In summary, this study attempts to
incorporate the concepts of learner autonomy
and the Web-based instruction, and to
explore the framework and principles of
designing and evaluating a Web-based
self-study course. The results will not only
benefit the formulation of future Web-based
English learning programs, but can be also
applied to the learning of other foreign
languages or subjects in different contexts.
Subjects
Learner autonomy
web-based
learning
learning
course design
self-study program
English learning
e-learning
Publisher
臺北市：國立臺灣大學外國語文學系暨研究所
Type
report
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