東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Self-access center and autonomous le...

Hsieh, Hui-Chun.

FindBook

Google Book

Amazon

博客來

Self-access center and autonomous learning: EFL college students' motivations, activities and perceptions of learning effectiveness.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Self-access center and autonomous learning: EFL college students' motivations, activities and perceptions of learning effectiveness./
作者:	Hsieh, Hui-Chun.
面頁冊數:	183 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0834.
Contained By:	Dissertation Abstracts International72-03A.
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3439291
ISBN:	9781124441641

Self-access center and autonomous learning: EFL college students' motivations, activities and perceptions of learning effectiveness.
Hsieh, Hui-Chun.

Self-access center and autonomous learning: EFL college students' motivations, activities and perceptions of learning effectiveness. - 183 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0834.

Thesis (Ph.D.)--Indiana University, 2010.

This study examined the motivations, activities and learning effectiveness of 35 EFL students' learning at the self-access center (SAC) of a college in Taiwan. It also investigated the relationship between the students' SAC use and their autonomous language learning behaviors. The data were collected through email interviews with participants and their SAC usage records. Content analysis was used to analyze students' email interviews using six rating rubrics based on Littlewood's (1999) learner autonomy model. The quantified data of the autonomy and SAC use scores were used to examine relationships using the non-parametric Spearman rho test.

ISBN: 9781124441641Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Self-access center and autonomous learning: EFL college students' motivations, activities and perceptions of learning effectiveness.
LDR:03127nam 2200349 4500 001 1400846
005 20111015105942.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124441641
035 $a (UMI)AAI3439291
035 $a AAI3439291
040 $a UMI $c UMI
100 1 $a Hsieh, Hui-Chun. $3 1679938
245 1 0 $a Self-access center and autonomous learning: EFL college students' motivations, activities and perceptions of learning effectiveness.
300 $a 183 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0834.
500 $a Adviser: Larry J. Mikulecky.
502 $a Thesis (Ph.D.)--Indiana University, 2010.
520 $a This study examined the motivations, activities and learning effectiveness of 35 EFL students' learning at the self-access center (SAC) of a college in Taiwan. It also investigated the relationship between the students' SAC use and their autonomous language learning behaviors. The data were collected through email interviews with participants and their SAC usage records. Content analysis was used to analyze students' email interviews using six rating rubrics based on Littlewood's (1999) learner autonomy model. The quantified data of the autonomy and SAC use scores were used to examine relationships using the non-parametric Spearman rho test.
520 $a The findings showed that beginning users (BUs) were mostly motivated to use the SAC by class work or requirements while non-beginning users (NBUs) had more autonomous reasons for using the SAC facilities to learn English. The top three activities for both groups were oral practice, using the multi-media materials to learn English and consultations, with slight differences in order. Both BU and NBU groups judged improvement on English listening and speaking to be greater than for reading and writing while more NBUs than BUs appeared to learn about appropriate English usage through learning at the SAC.
520 $a The results of the statistical analysis showed very high positive correlations between degrees of autonomy and SAC use. Students who performed more autonomous learning behaviors were those who also had high SAC usage scores. The findings on the qualitative examples using the autonomy framework revealed six categories of autonomous learning: learning beyond the classroom, learning on one's own decision, being autonomous as a communicator, being autonomous as a learner, proactive autonomy and reactive autonomy. The results present two cases of high autonomy scoring students. Moreover, how SAC usage linked to class learning and teachers' roles at the SAC and programmatic suggestions regarding SAC use were discussed.
590 $a School code: 0093.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Foreign Language. $3 1064562
650 4 $a Education, Adult and Continuing. $3 626632
690 $a 0441
690 $a 0444
690 $a 0516
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Mikulecky, Larry J., $e advisor
790 1 0 $a Pugh, Sharon L. $e committee member
790 1 0 $a Pawan, Faridah $e committee member
790 1 0 $a Johnston, Bill $e committee member
790 $a 0093
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3439291