2006 CALL International Conference. 2 nd June—4 th June 2006. An Empirical Study of Computer Assisted Language Learning and Cultivation of Autonomous Learning Competence. Guo Naizhao: Shanxi University of Finance & Economics
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2nd June—4th June 2006
Guo Naizhao: Shanxi University of Finance & Economics
Jia Guizhen: Guangdong Ocean University, China
5.2 Aims and objectives of the experiment
5.3 Research approach: Contrastive investigation
5.4 Assessment methodology
These are students’ self-assessment,
students’ assessment of each other
and the teacher’s assessment of students.
6.1 Why to optimize the learner autonomy model of CALL
Learner autonomy model of CALL implies a form of autonomous language learning in which, under the supervision of the teacher, students actively choose learning contents, learning rate of progress, learning time and place according to their individual features and needs with the aid of computer technology.
Learning before class (Stage 1): Learning before class requires students to identify definite personal goals of learning, study some contents alone, and finish objective testing.
Classroom teaching (Stage 2): This work functions to help students make use of the materials and to help them to actively engage with the teachers’ classroom activities.
The work outside-class (Stage 3):