Application of Interactive Autonomous Learning Mode to Teach College English Writing

Main Article Content

Jixin Liu Xiaoting Li

Abstract

      Writing is usually considered as an individual activity, emphasizing the result instead of the process in which students undergo to reach the final goal. However, writing process is of great importance to the students. In the writing process, they can develop writing competence and learner autonomy through interaction. Thus, this thesis intends to demonstrate the effectiveness of applying Interactive Autonomous Learning Mode to writing instruction in college classroom setting.

Article Details

How to Cite
LIU, Jixin; LI, Xiaoting. Application of Interactive Autonomous Learning Mode to Teach College English Writing. International Journal for Innovation Education and Research, [S.l.], v. 5, n. 5, p. 128-150, june 2017. ISSN 2411-2933. Available at: <http://ijier.net/index.php/ijier/article/view/702>. Date accessed: 21 aug. 2017.
Section
Articles

References

Aoki, Naoko. 2000. “Affect and the Role of Teachers in the Development of Learner Autonomy”, in J. Arnold (ed.), Affect in Language Learning (Beijing: Foreign Language Teaching and Research Press).
Benson, P. 2005. Teaching and Researching Autonomy in Language Learning. Beijing: Foreign Language Teaching and Research Press.
Daiute, C. 1986. “Do 1 and 1 Make 2?: Patterns of Influence by Collaborative Authors”, Written Communication 3(3): 382-408.
Dam, L., R. Eriksson, D. Little, J. Miliander & T. Trebbi. 1990. “Towards a Definition of Autonomy”, in Proceedings of Developing Autonomous Learning in the F. L. Classroom, 11-14 August 1989, Institutt for praktisk pedagogikk, universitetet i Bergen, Bergen.
DiCamilla, F. J. & M. Anton. 1997. “Repetition in the Collaborative Discourse of L2 Language Learners: A Vygotskian Perspective”, The Canadian Modern Language Review 53: 609-633.
Dickinson, L. 1987. Self-instruction in Language Learning. Cambridge: Cambridge University Press.
Donato, R. 1988. “Beyond Group: A Psycholinguistic Rationale for Collective Activity in Second Language Learning”, Unpublished PhD dissertation. Newark: University Delaware.
Gardner, D. & L. Miller. 2002. Establishing Self-Access: From Theory to Practice. Shanghai: Shanghai Foreign Language Education Press.
Gremmo, M. J. & P. Riley. 1995. “Autonomy, Self-direction and Self-access in Language Teaching and Learning: The History of an Idea”, System 23(2): 151-64.
Holec, H. 1981. Autonomy in Foreign Learning. Oxford: Pergamon.
Holec, H. 1985a. “On Autonomy: Some Elementary Concepts”, in Riley (ed.), Discourse and Learning (London: Longman).
Holec, H. 1985b. “Self-assessment”, in J. M. Robert (ed.), Self-directed Learning and Self-access in Australia: From Practice to Theory. Proceedings of the National Conference of the Adult Migrant Education Programme, Melbourne, June 1984. Melbourne: Council of Adult Education.
Holec, H. 1987. “The Learner as Manager: Managing Learning or Managing to Learn?”, in Wenden and Rubin (eds.), Learner Strategies in Language Learning (Englewood Cliff: Prentice Hall).
Hyde, M. 1993. “Pair Work—a Blessing or a Curse?: An Analysis of Pair Work from Pedagogical, Cultural, Social and Psychological Perspectives”, System 2(3): 343-348.
Jiang, Jingyang. 2006. Communicative Activities in EFL Classrooms. Hangzhou: Zhejiang University Press.
Kinsella, K. 1996. “Designing Group Work That Supports and Enhances Diverse Classroom Work Style”, TESOL Journal 6 (1): 24-30.
Little, D. 1990. “Autonomy in Language Learning”, in Ian Gathercole (ed.), Autonomy in Language Learning (London: CILT).
Little, D. 1996. “Freedom to Learn and Compulsion to Interact: Promoting Learner Autonomy through Use of Information System and Information Technologies”, in R. Pemberton et al. (eds.), Taking Control: Autonomy in Language Learning (Hong Kong: Hong Kong University Press).
Littlewood, W. 1999. “Defining and Developing Autonomy in East Asian Context”, Applied Linguistics 20 (1): 71-94.
Mishra, S. & R. Oliver. 1998. “Secondary School ESL Learners’ Perceptions of Pair Work in Australian Classrooms”, TESOL in Context 8(2): 19-23.
Nedelsky, J. 1989. “Reconceiving Autonomy: Sources, Thoughts and Possibilities”, Yale Journal of Law and Feminism I: 7-36.
Riley, p. & C. Zoppis. 1985. “The Sound and Video library”, in P. Riley (ed.), Discourse and Learning (London: Longman).
Roskams, T. 1999. “Chinese EFL Students’ Attitude to Peer Feedback and Peer Assessment in an Extended Pairwork Setting”, RELC Journal 30 (1): 79-123.
Storch, N. 1999. “Are Two Heads Better Than One?: Pair Work and Grammatical Accuracy”, System 27(3): 363–374.
Storch, N. 2002. “Patterns of Interaction in ESL Pair Work”, Language Learning 52(1): 119-158.
Storch, N. 2005. “Collaborative Writing: Product, Process, and Students’ Reflections”, Journal of Second Language Writing 14: 153–173.
Swain, M. & S. Lapkin 1998. “Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together”, Modern Language Journal 82 (3): 320-337.
Wells, G., G. M. Chang & A. Maher. 1990. “Creating Classroom Communities of Literate Thinkers”, in S. Sharan (ed.), Cooperative Learning: Theory and Research (New York: Praeger Press).
袁小陆 (Yuan, X. L. )2007。“交互式大学英语自主学习模式研究”,《外语电化教学》,第117期:49-53页。