簡易檢索 / 詳目顯示

研究生: 林韻安
Lin, Yun-An
論文名稱: 大學生在電腦輔助語言自學中心之自主學習與學習方式
EFL College Students' Autonomous Learning at a CALL Self-Access Center with an Emphasis on Learning Styles
指導教授: 林至誠
Lin, Chih-cheng
學位類別: 碩士
Master
系所名稱: 英語學系
Department of English
論文出版年: 2013
畢業學年度: 101
語文別: 英文
論文頁數: 131
中文關鍵詞: 自學中心自主學習學習風格
英文關鍵詞: self-access center, autonomous learning, learning styles
論文種類: 學術論文
相關次數: 點閱:198下載:38
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 藉由提供學習者可自由運用的教材,電腦輔助語言自學中心被視為培養學習者自主性的工具。好些研究調查學生觀感、學習策略使用、來訪自學中心頻率與其自主性發展的關係,但探討學習風格對自主學習潛在影響的研究卻寥寥無幾。

    本研究藉由長期觀察第二外語學習者在電腦輔助語言自學中心的自主學習,針對此議題提供更多實證並進一步檢視學習風格和自選式學習的相關程度,學習軟體的選擇、來訪自學教室的頻率等皆為探討之要素。研究對象為非英語系之大一學生:1,579名來自2010年第一學期,1,265來自2011年第二學期。學生須填寫一份十題的線上問卷,評量他們當次於自學中心所使用的軟體。每學期末,學生另須填寫一份二十三題的問卷,評量他們在自學中心的整體學習。此外在2011年第二學期末,440位學生自願填寫一份三十題的學習風格問卷。除了量化資料,質性資料也經由助教隨機訪談三十八位來自2010年第一學期的學生與三十二位來自2011年第二學期的學生中收集。

    結果發現:由於舒適的環境、豐富的資源、個人化學習的可行性,第二外語學習者對於在自學教室學習英文抱持正向態度。學生亦指出他們在聽力、口說、閱讀、寫作、單字、批判性思考、評量技巧、西方文化理解等各面向的進步,其中又以聽力理解的進步最為顯著。觀看有字幕的電影是多數學習者練習英聽的主要管道,正因為看電影讓人放鬆且寓教於樂,學習者最常使用也最喜歡的學習軟體就是多媒體資源。接著,皮爾森相關分析與克瓦二氏檢定則用於探討自主學習和學習風格的關係。整體而言,大學生的學習風格並未對其在電腦輔助語言自學中心的自主學習造成顯著影響。學習者的學習風格與其英文程度和來訪自學教室頻率之相關均未達顯著。此外學生的性別、科系背景、軟體選擇皆未和特定學習風格達到顯著相關。

    It is believed that self-access centers (SAC) serve as the best-known vehicle leading learners to autonomy by providing materials they can use on their own. Some studies investigated students’ perception, strategy use, and frequency of visit in relation to their autonomy development while few explored the potential influence of learners’ learning styles on their autonomous learning in SACs.

    The present study aims to suffice for the longitudinal observation of adult EFL learners’ autonomous learning in a CALL SAC and examine the extent to which learning styles correlate with their self-access learning, in terms of their program choices, frequency of visits, etc. Participants included 1,579 and 1,265 non-English-major freshmen from fall semester 2010 and spring semester 2011 respectively. They were required to fill in a ten-item online survey to assess the learning program they just used after each visit. At the end of each semester, they had to fill out a 23-item questionnaire to generally evaluate their learning in the SAC. Moreover, 440 students voluntarily took a 30-item learning style questionnaire at the end of spring semester 2011. Aside from quantitative data, qualitative data was also collected by interviewing 38 students and 32 students randomly selected by the SAC assistants from each semester.

    Findings showed that adult EFL learners held positive attitude towards acquiring English in the SAC, owing to its cozy environment, abundant resources, and feasibility of individualization. Participants also reported their improvements in listening, speaking, reading, writing, vocabulary, critical thinking, evaluation skills, and western culture enhancement. Among them, betterment of listening comprehension was the most cited language gain and watching movies with subtitles appeared to be the principle mode for most learners to polish their listening in a rather relaxing and entertaining way. The most frequently-used and favorite learning program selected by those SAC visitors was accordingly the multimedia resources. Later, Pearson correlation and Kruskal-Wallis test were applied to probe into the relationships between autonomous learning and learning styles. On the whole, college students’ learning styles did not exercise significant influence on their autonomous learning in the SAC. No generally significant correlation between learners’ learning styles and their proficiency levels as well as frequency of visits was observed. In addition, students’ gender, fields of study, and program choices did not identify with specific learning styles, either. Based on the results, pedagogical implications and suggestions for the institution are presented.

    CHAPTER ONE INTRODUCTION 1 1.1 Motivation and Background 1 1.2 Research Question 3 1.3 Significance and Purpose of the Study 3 1.4 Definition of the Terms 4 CHAPTER TWO LITERATURE REVIEW 6 2.1 Learner Autonomy 6 2.1.1 What is autonomy? 6 2.1.2 Autonomy and culture 10 2.1.3 Autonomy and individual differences 13 2.1.4 Autonomy and learning styles 22 2.1.4.1 What are learning styles? 22 2.1.4.2 Learning styles and language learning 25 2.2 Self-Access Language Learning: Autonomy beyond the Classroom 28 2.2.1 CALL, SALL and autonomy 28 2.2.2 Empirical studies on SALL and autonomy 30 2.2.3 Empirical studies on SALL and learning styles 31 2.3 The Present Study 35 CHAPTER THREE METHOD 38 3.1 The CALL SAC in the Study: Pu101 38 3.2 Participants 39 3.3 Research Instruments 42 3.4 Data Collection and Data Analysis 45 CHAPTER FOUR RESULTS AND DISCUSSION 47 4.1 Results 47 4.1.1 End-of-semester questionnaires and interview results 47 4.1.1.1 Questionnaire results 47 4.1.1.2 Interview results 56 4.1.2 End-of-visit survey results 64 4.1.2.1 Learners’ evaluation of specific learning programs 64 4.1.2.2 Learners’ written responses about what they have learned 67 4.1.3 Interaction between autonomous learning and learning styles 72 4.2 Discussion 79 4.2.1 General description of EFL learners’ autonomous learning in the SAC 79 4.2.2 Relationships between autonomous learning and learning style preferences 85 CHPATER FIVE CONCLUSION 90 5.1 Summary of Major Findings 90 5.2 Pedagogical Implications 93 5.3 Limitations and Directions for Future Research 94 REFERENCES 96 Appendix A List of Recent Quantitative Empirical Studies on Learning Styles 105 Appendix B List of Recent Empirical Studies on SALL and Autonomy 109 Appendix C Weekly Assigned Schedules in the SAC 119 Appendix D End-of-semester Survey Questionnaire (English version) 120 Appendix E End-of-semester Survey Questionnaire (Chinese version) 122 Appendix F Learning Styles Questionnaire (English version) 124 Appendix G Learning Styles Questionnaire (Chinese version) 126 Appendix H Frequency of Use of Learning Software in the Fall Semester 2010 128 Appendix I Frequency of Use of Learning Software in the Spring Semester 2011 130

    Adnan, A. H. M., & Zamari, Z. M. (2012). Computer-aided self-access language learning: Views of Indonesian, Malaysian & New Zealand Practitioners. Social and Behavioral Sciences, 67, 49-60.
    Akplotsyi, R. & Mahdjoubi, L. (2011). Effects of learning styles on engaging children in school projects. In: Egbu, C. & Lou, E.C.W. (Eds.) Procs 27th Annual ARCOM Conference, 5-7 September 2011, Bristol, UK, Association of Researchers in Construction Management, 331-339.
    Ali, S. (2011). Investigating students’ main learning style preferences. Arab World English Journal, 2(2), 71-90.
    Allwright, D. (1990). Autonomy in language pedagogy. CRILE Working Paper 6. University of Lancaster: Centre for Research in Language Education.
    Bailey, K. M. (1980). An instrospective analysis of an individual’s language learning experience. In Scarcella, R. and Krashen, S. (Eds.), Research in Second Lnguage Aquisition: Selected Ppers of the Los Angeles Second Language Acquisition Research Forum (pp. 58-65). Rowley, MA: Newbury House.
    Barnett, L., & Jordan, G. (1991). Self-access facilities: What are they for? ELT Journal, 45(4), 305-313.
    Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
    Benson, P. (2005). (Auto)biography and learner diversity. In Benson & Nunan (eds.), 4-21.
    Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40, 21-40.
    Biggs, J 1996. Western misperceptions of the Confucian-heritage learning culture in Watkins D and J Biggs (Eds) The Chinese learner: cultural, psychological and contextual influences (45-67). Hong Kong and Melbourne: CERC & ACER
    Blin, F. (2005). CALL and the development of learner autonomy: An activity theoretical study. Unpublished doctoral dissertation, The Open University, U.K.
    Borg, S., & Al-Busaidi, S. (2011). Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66, 283-292.
    Brett, P. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39-53.
    Brown, H. D. (2000). Principles of Language Learning and Teaching (4th ed.). New York: Longman.
    Carson, J. G., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401-438.
    Chan, W. M., & Kim, D.-H. (2004). Towards greater individualization and process-oriented learning through electronic self-access: Project "e-daf." Computer Assisted Language Learning, 17(1), 83-108.
    Chanock, K. (2004). Autonomy and responsibility: same or different? Proceedings of the Independent Learning Conference 2003.
    Chapelle, C. A., & Heift, T. (2009). Individual learner differences in CALL: The field independence/dependence construct. CALICO Journal, 26(2).
    Chen, H. J. H. (2011). Developing and evaluating SynctoLearn, a fully automatic video and transcript synchronization tool for EFL learners. Computer Assisted Language Learning, 24(2), 117-130.
    Cheng, H.-f., & Lin, N. C. (2010). Exploring students’ perceptions of self-access English learning. Procedia - Social and Behavioral Sciences, 2(2), 2676–2680.
    Cheng, W.-w. (2006). Learner perspectives of self-access to the multimedia English learning center at NKFUST. Unpublished master’s thesis, National Kaohsiung First University of Science and Technology, Kaohsiung, Taiwan.
    Cheng, X. (2000). Asian students' reticence revisited. System, 28(3), 435–446.
    Cohen, A. D. (2002). Preparing teachers for styles- and strategies-based instruction. In Crew, V., Davison, C., & Mak, B. (eds.), Reflecting on Language in Education. Hong Kong: Hong Kong Institute of Education, 49-69.
    Cohen, A. D., Oxford, R. L., & Chi, J. C. (2001). Learning Style Survey. Online: http://carla.acad.umn.edu/profiles/Cohen-profile.html.
    Cotterall, S., & Reinders, H. (2001). Fortress or bridge? Learners’ perceptions and practice in self-access language learning. Tesolanz, 8, 23-38.
    Deci, E. L., & Ryan R. M. (2002). Handbook of Self-determination Research. University of Rochester Press.
    Diao, Y., Chandler, P., & Sweller, J. (2007). The effect of written text on comprehension of spoken English as a foreign language. American Journal of Psychology, 120 (2), 237-261.
    Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
    Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NY: Lawrence Erlbaum.
    Dörnyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford University Press.
    Ehrman, M. E., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31, 393–415.
    Figura, K., & Jarvis, H. (2007). Computer-based materials: A study of learner autonomy and strategies. System, 35(4), 448–468.
    Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge: Cambridge University Press.
    Gardner, D., & Miller, L. (2011). Managing self-access language learning: Principles and practice. System, 39(1), 78-89.
    Ghapanchi, Z., & Dashti, Z. (2011). The relationship between cognitive style of impulsivity and display, referential, and inferential reading comprehension questions among Iranian EFL university students. Canadian Social Science, 7(6), 227-233.
    Gieve, S., & Clark, R. (2005). The Chinese approach to learning: Cultural trait or situated response? The case of a self-directed learning program. System, 33(2), 261–276.
    Hart, N. (2002). Intra-group autonomy and authentic materials: a different approach to ELT in Japanese colleges and universities. System, 30, 33-46.
    Hayati, A., & Mohmedi, F. (2011). The effect of films with and without subtitles on listening comprehension of EFL learners. British Journal of Educational Technology, 42(1), 181-192.
    Hayes, D. (2008). Centres and Perspectives: Soliciting Learner Feedback in Japan. Innovation in Language Learning and Teaching, 2(2), 152-173.
    Ho, J., & Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235-243.
    Holec, H. (1981). Autonomy in foreign language learning. Oxford: Programon.
    Hsieh, H.-C. (2010). Self-access center and autonomous learning: EFL college students’ motivations, activities and perceptions of learning effectiveness. Indiana University dissertation 3439291.
    Hua, W. (2001). Self-access language learning center-a new language learning environment. Foreign Language World.
    Hurd, S., Beaven, T., & Ortega, A. (2001). Develop3ing autonomy in a distance language learning context: issues and dilemmas for course writers. System, 29, 341–355.
    Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235.257.
    Jones, L. C. (2009). Supporting student differences in listening comprehension and vocabulary learning with multimedia annotations. CALICO Journal, 26(2).
    Jones, N. B. (1998). Action research, learning styles, and EFL/ESL writing. Revision of a paper presented at the Trends in Second Language Teaching and Learning Conference (Ottawa, Ontario, Canada, May 22, 1998).
    Keller, G., & Warrack, B. (2003). Statistics for Management and Economics. Nonparametric Statistics (pp. 585-590). Thomson Learning, Inc.
    Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms. In Reid, J. (Ed.), Learning Styles in the ESL/EFL Classroom (pp.170–194). Boston: Heinle & Heinle.
    Koyalan, A. (2009). The evaluation of a self-access center: A useful addition to class-based teaching? System, 37(4), 731-740.
    Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
    Lam, W. S. E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34(3), 457-482.
    Lamb, M. (2004). It depends on the students themselves: Independent language learning at an Indonesian state school. Language, Culture and Curriculum, 17(3), 229-245.
    Lin, C.-C. (2010). A study on EFL college students’ autonomous learning in a CALL self-access classroom. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Lincoln, F., & Rademacher, B. (2006). Learning styles of ESL students in community colleges. Community College Journal of Research and Practice, 30, 485-500.
    Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
    Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175-182.
    Little, D. (2000). Strategies, counselling and cultural difference: Why we need an anthropological understanding of learner autonomy. In Ribe. R. (ed.), Developing Learner Autonomy in Foreign Language Learning. Barcelona: University of Barcelona, 17-33.
    Little, D. (2002). Learner autonomy and second/foreign language learning. Centre for lnaguages, linguistics and area studies. Retrieved 12 July 2012, from http://www.llas.ac.uk/resources/gpg/1409 #toc_0
    Littlewood, W. (1997). Self-access: Why do we want it and what can it do? In Benson & Voller (eds.), 79-92.
    Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94.
    Littlewood, W. (2000). Do Asian students really want to listen and obey? ELT Journal, 54(1), 31-35.
    Liu, M., & Reed, W. M. (1994). The relationship between the learning strategies and learning styles in a hypermedia environment. Paper presented at the Annual Conference of Association for Educational Communications and Technology (AECT) and Association for the Development of Computer-Based Instructional Systems (ADCIS), Nashville, TN, February 16-20.
    Lu, D. (2010). A salutary lesson from a computer-based self-access language learning project. Computer Assisted Language Learning, 23(4), 343-359.
    Lu, X., & Zhang, J. (2012). College students’ use of the computer and network-based self-access centre and their English learning achievement. IERE Procedia, 2, 149-154.
    Lüftenegger, M., Schober, B., Schoot, R. v. d., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22(1), 27–36.
    Mahmoudi, E., Samad, A. b. A., & Razak, N. Z. B. A. (2012). Attitude and students’ performance in computer assisted English language learning for learning vocabulary. Social and Behavioral Sciences, 66, 489-498.
    Mararo, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual Matters.
    Mcdonough, K., & Sunitham, W. (2009). Collaborative dialogue between Thai EFL learners during self-access computer activities. TESOL Quarterly, 43(2), 231-254.
    Miller, L., & Rogerson-Revell, P. (1993). Self-access systems. ELT Journal, 43(3), 228-233.
    Miller, L., Hopkins, M., & Tsang, E. (2005). Self-access language learning in Hong Kong secondary schools. Supporting Independent English Language Learning in the 21st Century: Proceedings of the Independent Learning Association Conference Inaugural. Manukau Institute of Technology, Auckland.
    Miller, L., Shuk-Ching, E. T., & Hopkins, M. (2007). Establishing a self-access centre in a secondary school. ELT Journal, 61(3).
    Mori, S. (2007). Language learning strategy use for learners of Japanese in different levels. ERIC online submission ED496990.
    Morrison, B. (2005). Evaluating learning gain in a self-access language learning center. Language Teaching Research, 9(3), 267-293.
    Morrison, B. (2008). The role of the self-access centre in the tertiary language learning process. System, 36(2) , 123–140.
    Mozzon-McPherson, M. (2007). Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System, 35(1), 66-92.
    Nakata, Y. (2011). Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education, 27(5), 900–910.
    Navarro, D., & Thornton, K. (2011). Investigating the relationship between belief and action in self-directed language learning. System, 39(3), 290-301.
    Ng, S. F., & Confessore, G. J. (2011). Assessing the capacity for success in distance learning in Malaysia. Procedia Social and Behavioral Sciences, 15, 1742-1750.
    Nilsson, M., Ostergren, J., Fors, O., Rickenlund, A., Jorfeldt, L., Caidahl, K., & Bolinder, G. (2012). Does individual learning styles influence the choice to use a wed-based ECG learning programme in a blended learning setting? BMC Medical Education, 12(5).
    Ning, S.-j. (2008). EFL college students’ perceptions of self-access language learning at a CALL center. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Noels, K. A. (2005). Orientations to Learning German: Heritage Language Learning and Motivational Substrates. Canadian Modern Language Review, 62(2), 285-312.
    Norton, B. (2001). Non-parcipation, imagined communities and the language classroom. In Breen (ed.), 159-171.
    Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In Benson & Voller (eds.), 192-203.
    Oxford, R. L. (1993). Style Analysis Survey (SAS). Tuscaloosa: University of Alabama. [Reprinted in Oxford, 1999]
    Palfreyman, D. (2001). The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution. Unpublished doctoral dissertation, Canterbury Christ Church University College.
    Palfreyman, D., & Smith, R. C. (2003). Learner autonomy across cultures: Language education perspectives. Basingstoke: Palgrave Macmillan.
    Psaltou-Joycey, A., & Kantaridou, Z. (2011). Major, minor, and negative learning style preferences of university students. System, 39, 103-112.
    Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and success in learning English as a foreign language: an overview. Procedia - Social and Behavioral Sciences, 31, 73–81.
    Rayner, S. G. (2000). Reconstructing style differences in thinking and learning: Profiling learning performance. In Riding, R. J., & Rayner, S. G. (Eds.), Interpersonal Perspectives on Individual Differences (Vol. 1: Cognitive styles, pp. 115–177). Stamford, CI: Ablex.
    Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-111.
    Reid, J. M. (1995). Learning Styles in the ESL/EFL Classroom. Boston: Heinle and Heinle.
    Reinders, H. (2000). Do it yourself? A learners’ perspective on learner autonomy and self-access language learning in an English proficiency program. Master’s thesis, University of Groningen, the Netherlands.
    Reinders, H. (2007). Big brother is helping you: Supporting self-access language learning with a student monitoring system. System, 35(1), 93-111.
    Reinders, H., & Lewis, M. (2005). How well do self-access CALL materials support self-directed learning? The JALT CALL Journal, 1(2), 41-49.
    Ribe, R. (2003). Tramas in the foreign language classroom: Autopoietic networks for learner growth. In Little et al. (eds.), 11-28.
    Riding, R. (2000). Cognitive style: A review. In Riding, R., & Rayner, S. G. (Eds.), Interpersonal Perspectives on Individual Differences (Vol. 1, Cognitive styles, pp. 315–344). Stamford, CT: Ablex.
    Sadler-Smith, E. (2001). The relationship between learning style and cognitive style. Personality and Individual Differences, 30, 609-616.
    Sana, I., & Imtiaz, A. S. (2012). "I almost learnt to learn": Promoting learner's autonomy through project based learning in access classrooms. Language in India, 12(1), 24-45.
    Sanprasert, N. (2010). The application of a course management system to enhance autonomy in learning English as a foreign language. System, 38(1), 109–123.
    Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
    Schmenk, B. (2005). Globalizing Learner Autonomy. TESOL Quarterly, 39(1), 107-118.
    Smith, R. C. (2001). Group work for autonomy in Asia. The AILA Review, 15, 70-81.
    Smith, R. C. (2003). Pedagogy for autonomy as (becoming-) appropriate methodology. In Palfreyman & Smith (eds.), 129-146.
    Snow, R. E., Corno, L., & Jackson, D. N. (1996). Individual differences in affective and cognitive functions. In Berliner, D. C., & Calfee, R. C. (Eds.), Handbook of Educational Psychology (pp. 243–310). New York: Macmillan.
    Sockett, G., & Toffoli, D. (2012). Beyond learner autonomy: A dynamic systems view of the informal learning of English in virtual online communities. Procedia - Social and Behavioral Sciences, 34, 212–215.
    Sonaiya, R. (2002). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum, 15(2), 106-116.
    Soo, K.-s., & Ngeow, Y.-h. (1998). Effective English as a second language (ESL) instruction with interactive multimedia: the MCALL project. Journal of Educational Multimedia and Hypermedia, 7(1), 71-89.
    Srichanyachon, N. (2011). Cognitive learning styles of EFL students. Journal of College Teaching and Learning, 8(2), 15-23.
    Sternberg, R. J., & Grigorenko, E. L. (2001). A capsule history of theory and research on styles. In Sternberg, R. J., & Zhang, L.-F. (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (pp. 1–21). Mahwah, NJ: Lawrence Erlbaum Associates.
    Thyer, B. A. (2010). The Handbook of Social Work Research Methods. Statistics for Social Workers (pp. 75-118). SAGE Publications, Inc.
    Tsai, F.-H. (2010). Integrating feature films with subtitles to enhance the listening comprehension of students attending college in Taiwan. Doctoral Dissertation in Alliant International University, San Diego.
    Wang, L. (2006). EFL college students’ perceptions of culture learning at a CALL center. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.
    Wenden, A. L. (2002). Learner development in language learning. Applied Linguistics, 23(1), 32-55.
    Wijnia, L., & Loyens, S. M. M., & Derous, E. (2011). Investigating effects of problem-based versus lecture-based learning environments on student motivation. Contemporary Educational Psychology, 36(2), 101–113.
    Wintergerst, A. C., DeCapua, A., & Verna, M. A. (2003). Conceptualizing learning style modalities for ESL/EFL students. System, 31(1), 85-106.
    Wu, X. (2003). Intrinsic motivation and young language learners: the impact of the classroom environment. System, 31(4), 501–517.
    Xhaferi, B., & Xhaferi, G. (2011). Teachers for the knowledge society: Developing learner autonomy in higher education in Macedonia. Procedia Social and Behavioral Sciences, 11, 150-154.
    Yang, N.-D. (2003). Integrating portfolios into learning strategy-based instruction for EFL college students. IRAL: International Review of Applied Linguistics in Language Teaching, 41(4), 293-317.
    Yuan, H.-C., & Lin, C.-C. (2012). Learner styles in a self-access centre. The 15th International CALL Research Conference 2012.
    Zamari, Z. M., Adnan, A. H. M., Idris, S. L., & Yusof, J. (2012). Students’ perception of using online language learning materials. Social and Behavioral Sciences, 67, 611-620.
    Zangari, L. (1999). Conversation Partners: Work in Progress. Action Research Monograph. ERIC online submission ED440238.
    Zou, X. (2006). Learners’ autonomy in self-access centers-An exploration of the SAC in Chongqing University. Sino-US English Teaching, 3(9), 1-7.

    下載圖示
    QR CODE