Effects of Computer Assisted Language Learning on Learner Autonomy

Abstract

The research project aims to explore effects of computer-assisted English listening teaching on students' learner autonomy and how CALL-based teaching mode improves students' achievements. The experimental research was conducted in 2017 in China. The participants were 74 ninth-grade students from two parallel classes, the experimental class (EC) and the control class (CC). The mean scores of each question on learner autonomy in CC are all less than 2.5, which indicates both EC and CC students were at a low level of learner autonomy before the experiment. After the whole semester, the research results show that the EC students' autonomous learning abilities and English listening achievements are greatly improved. As a result, CALL-based teaching mode is more effective than the traditional one.