A Study on the Mobile Learning APP Based College English Autonomous Learning Mode——Take Qingting English as an Example基于移动学习APP的大学英语自主学习模式研究——以轻听英语为例文献综述

 2023-04-22 04:04

文献综述

1. Introduction1.1 Research backgroundNowadays college English teaching pays more and more attention to the principle of 'learner-centered'. This means that students will take more responsibility for learning in the process of college English learning, and the autonomy of student learning will become an important factor affecting the effectiveness of college English teaching. Due to the limitations of classroom education, such as limited teaching time and teaching content, English teaching in class alone cannot meet the needs of college students in English learning. Advocating students to conduct self-study after class is a new way for college English teaching, so college English learning is independent for students. The dependence of learning is particularly high in many courses.In the 21st century, with the development of science and technology, mobile learning arises. Foreign language learning materials are no longer limited to textual materials, and there is a great deal of learning content for learners to choose from. Mobile technology provides a friendly and intuitive interactive learning environment. In traditional teaching, teachers are only responsible for imparting knowledge but ignore students interests and individual needs. Teachers are the main body of the classroom, while students are only the receivers of knowledge. Finite teaching time and teaching contents also play a negative role in the cultivation of students autonomous learning ability. However, thanks to the help of mobile technology, with the multi-sensory comprehensive stimulation of picture, text, sound and image, students can break the limitations of class teaching to obtain learning materials according to their own needs. Also, they can arrange learning time, place and learning materials independently, make their own learning plans, raise questions at any time and be able to solve them timely. It can be said that the development of mobile learning technology provides more opportunities and convenient conditions for students autonomous learning.1.2 Need of the studyThe thesis has both practical and academic significance. It takes autonomous learning theory as the guiding theory, summarizes the main characteristics of college students English autonomous learning under the background of the media era, and combines the current situation of college students learning and teaching practice, in order to summarize the autonomous learning model based on English APP. On the one hand, in the mobile learning environment, college students are enabled to choose learning content and learning process more flexibly and efficiently according to their own interests, levels, abilities and learning needs. Massive learning resources and a variety of individual learning methods can arouse students interest in learning and help students develop good self-study habits. On the other hand, it helps enrich the connotation of college English autonomous learning in the modern information technology environment and provide effective strategies for the cultivation of college students autonomous learning ability as well as improve students autonomous learning ability, and promote the development of autonomous learning research in college English teaching.1.3 Research purposesWith the development of foreign language teaching from language knowledge to language use, the limited language resources in traditional college English teaching are far from being able to meet students needs. In addition, college students English learning is relatively limited in terms of teaching time and teaching content, so the doubts in their learning cannot be eliminated immediately. The cumulative problems make it difficult to enhance their enthusiasm for learning, and finally the students autonomous learning ability will be undermined.As informal learning, lifelong learning and mass learning are gradually recognized and applied, mobile learning emerges as the times require. Mobile learning is predicted to be a new way of learning, and the application of its new technology in education is an indispensable trend. Mobile learning with English APP can combine trivial time and space together, and overcome the limitations of time and space. Learners can allocate their study time flexibly, and solve their learning difficulties in a timely manner.By investigating the current situation of autonomous learning of English learners in China, the paper summarizes the main characteristics of autonomous learning under the application of APP in English mobile learning, and summarizes an autonomous learning model based on English APP combined with the current mainstream English learning APP, which makes high-quality educational resources increasingly personalized to meet the needs of students with different personalities and learning styles. To explore the relatively perfect autonomous learning model of college students using mobile learning APP in the new era is the main purpose of this paper, in order to promote the development of college students autonomous learning ability and realize the learner-centered educational concept. 2.Literature review2.1 Domestic researchOn the whole, the research on autonomous learning in China is a little later than that in foreign countries, but abundant achievements have been made.Some scholars adopted different research methods to discuss autonomous learning. Liu and Dong (2012) reviewed the research process of English autonomous learning in China based on literature analysis and put forward suggestions for future teaching reform. Yang (2016) adopted both quantitative and qualitative methods to analyze college students autonomous learning behavior of academic English vocabulary via statistic function of WeChat public platform. Peng (2016) made use of research methods including interviews and questionnaires and found obvious differences between arts majors and science majors in college English autonomous learning.Some researchers discussed college English autonomous learning from different perspectives. From the perspective of teaching strategies, Sun (2007) designed personalized teaching strategies based on college English autonomous learning software. From the perspective of learning motivation, Chen (2018) explored the relationship between autonomous learning motivation and oral ability. From the perspective of teaching models, Ren (2016) and Li (2016) explored ways to promote the development of college English autonomous learning ability based on anchored teaching model and flipped classroom model respectively.The research contents of different researchers were also different. Some researchers focused on the improvement of college students English autonomous learning ability (Yang, 2009; Guo, 2014; Zhu, 2016). Some researchers were committed to exploring different teaching models in the web-based autonomous learning environment (Shu, 2015; Zhang, 2015).To sum up, the domestic researches on autonomous learning mostly focus on the analysis and research of college students English learning autonomy and the teaching strategies and teaching models to enhance college students autonomous learning ability, rather than the construction of college English autonomous learning model.2.2 Foreign researchSince the 1950s, western educationalists began to study how to cultivate students lifelong learning ability and independent thinking ability, thus giving birth to the concept of autonomous learning. In the 1980s, Holec (1981) put forward the concept of autonomous learning. Dickenson (1987) and Boud (1988) discussed the ways and methods of cultivating autonomous learning ability on the basis of their own teaching experiments. In the 1990s, the research on the practice of autonomous learning mainly involved three aspects. Firstly, learning strategies and strategy training to promote the development of autonomous learning ability became the focus of research (Cohen, 1998; Grenfell, 1999). Secondly, researchers began to explore ways to transfer autonomous learning from outside to inside the classroom (Dam, 1995). Thirdly, under the influence of social and cultural theory, researchers launched a heated discussion on whether the western concept and practice model of autonomous learning is suitable for oriental culture (Jones,1995; Yang, 1998).In the 21st century, under the influence of modern technology and socio-cultural theory, the effective integration of autonomous learning inside and outside the classroom become a new research focus. At the same time, the role of teachers in promoting autonomous learning (Masouleh, 2012; Nguyen, 2012; Almusharraf, 2018; Chikileva, 2019) and the curriculum to promote autonomous learning (Cotterall, 2000; Rahmawan, 2020; Ariebowo, 2021) are still the focus of autonomous learning research.In a word, the research on the theory and practice of foreign language autonomous learning mainly focuses on three key points: the first is the essence and concept of autonomous learning; the second is the path to create external conditions for language autonomous learning; the third is the methods to cultivate learners awareness and ability of autonomous learning.2.3 Research gapBased on the above analysis, it can be seen that there are multiple researches on autonomous learning by language researchers at home and abroad, but most of the current studies on the cultivation of students English learning autonomy focus on analyzing and discussing the factors of autonomous learning ability such as the impact of learning motivation or teaching strategies. There are few researches on college students English learning autonomy in college English teaching and these researches focus on the analysis of college students English learning autonomy and teaching strategies to enhance college students English autonomous learning ability rather than the construction of college English autonomous learning model.Given the above limitations of previous studies, the present study intends to investigate the current situation of autonomous learning of English learners in China so as to summarize the main characteristics of autonomous learning under the application of English learning APP, and then summarize a mobile learning APP based college English autonomous learning mode.ReferencesAlmusharraf, N. (2018). English as a foreign language learner autonomy in vocabulary development: Variation in student autonomy levels and teacher support. Journal of Research in Innovative Teaching objectives and preferences. Journal of foreign language teaching and learning, 6(1), 56-77.Boud, D. (1988). Moving towards autonomy. In Boud, D (ed.), Developing Student Autonomy (pp. 17-39). London: Kogan Page.Chikileva, L. S. (2019). The role of the tutor in the choice of pedagogical management tools for autonomous work in foreign languages. Интеграция образования, 23(3), 475-489.Cohen, A. D. (1998). Strategies in learning and using a second language. London: Longman.Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT journal, 2, 109-117.Dam, L. (1995). Learner autonomy 3: From theory to classroom practice. Dublin: Authentik.Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press．Grenfell, M., obstacles on autonomous English learning. Journal of English language teaching and English linguistics, 5(1), 125-131.Yang, N. D. (1998). Exploring a new role for teachers: Promoting learner autonomy. 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