Examining Technological Environment and Learner Autonomy from a Sociocultural Perspective
Grounded in the sociocultural perspective,this qualitative study investigated 27 non-English majors'learner autonomy when using a course management system for English learning.The study reveals that:(1)although the Class Forum,Class participation and Self-study modules of the system were perceived by the learners as conducive to their autonomous learning,they manifested low-level external and reactive autonomy due to their instrumental motivation;(2)while a supportive technological environment,university culture,and positive emotional experience promoted autonomy,the technological issues and individual factors constrained learner autonomy.This study argues that learner autonomy exists in the interactions between students,teachers,technology,and social-cultural contexts.A synergistic effect among the interactive factors is core to the promotion of learner autonomy.These findings indicate that teachers should design appropriate study tasks or projects,be aware of learners'individual differences,and construct a social environment for more principled guidance of higher-level learner autonomy development.
万方数据
维普
