Results show that more than half of the 229 participants are not active in the listening autonomous learning.
📌 3 Key Takeaways
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Objective & Hypothesis:Chinese EFL non-English major undergraduates are encouraged to conduct English listening autonomous learning in universities, but their attitude and learning practice are still unknown to both the institution and the language teachers.
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Key Findings & Data:Results show that more than half of the 229 participants are not active in the listening autonomous learning.
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Conclusion & Impact:Specific suggestions are proposed for language teachers to support learners’ listening autonomous learning in the Chinese context.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Language learning · Autonomous learning · Teachers’ role
Abstract
Chinese EFL non-English major undergraduates are encouraged to conduct English listening autonomous learning in universities, but their attitude and learning practice are still unknown to both the institution and the language teachers. The study aims to reveal students’ perceptions of English listening autonomous learning through a questionnaire survey and follow-up semi-structured interviews. Results show that more than half of the 229 participants are not active in the listening autonomous learning. Some students have not realized the importance of English learning, whereas others lack effective learning methods and self-discipline. Specific suggestions are proposed for language teachers to support learners’ listening autonomous learning in the Chinese context.
YAO, J., Lİ, X. (2017). Are Chinese Undergraduates Ready for Autonomous Learning of English Listening? – A Survey on Students’ Learning Situation. The Journal of Language Learning and Teaching, Cilt: 7 - Sayı: 2, 21–28. https://ajindex.com/articles/137698