课堂自主学习对提高EFL学生英语写作能力的初步探究-外国语言学与应用语言学专业论文.docxVIP

PAGE PAGE iii writing in the English test? For Research Question 2: Does classroom autonomous learning help the students in the experimental group outperform those in the control group in three aspects of vocabulary, sentence structures and grammar rules in the English writing test? For Research Question 3: Does the classroom autonomy learning help the students improve the ability of getting main idea or making summary? Focusing on the three questions put forward by the researcher, the experimental study has gained some major findings according to analysis and discussion of the results of the English writing tests. The major findings are summarized in the following: Learner autonomy, to some extent, can be fostered in the classroom teaching. Through a series of students-centered teaching classroom activities, the students gradually raise the awareness of responsibility for their own English learning and learn to take the responsibility. Some of the students in the experiment group know how to identify and apply effective learning strategies to overcome the difficulties that they encountered in English learning. The classroom autonomous learning is beneficial to the students improvement of both language and writing proficiency. On the one hand, the study shows that the students’ English writing proficiency in the experimental group has been improved very effectively, especially in the aspects of “vocabulary”, “sentence structure”, and “grammatical rules”. On the other hand, the students in the experiment group outperform those in the control group in the English writing test. With the improvement of learner autonomy in English learning, the writing proficiency of the students’ in the experimental group has obviously increased. The students in the experiment group were more willing to express their own opinions about a certain topic in English inside the classroom. Besides, some of them spent much more spare time on reading and writing exercises actively, which