A Study On Non-English Majors’ Self-regulatory Capacity In Network-based English Learning

With the development of information network technology, online learning becomes a main supplementary way of traditional learning which requires self-direction, self-control and autonomy due to its specificity. So the SR in the network-based English learning has drawn increasing attention. The subjects of this study were the undergraduates who were the most concentrated community in the terms of internet use. The researcher, based on Zhu Chunlan’ SRC scale, compiled the SRC questionnaire of non-English major in the network-based English learning and then carried out an experimental research about the status quo of SR of non-English major in the network-based English learning by using the questionnaire. Next, the researcher tried to collect the possible influencing factors of SR failure in the network-based English learning through interview, and then, based on the interview, invented and conducted an attribution questionnaire of SR failure to find out the most important influencing factors that impeded the network-based regulated learning. At last, the researcher gave the countermeasures accordingly.All of the quantitative data came from questionnaires. With the help of SPSS XX13.0, reliability analysis, descriptive statistics and independent samples t tests were computed with the target samples. After the preliminary analysis and summary, the interview question was designed and50samples with lower SRC were selected from the subjects to conduct the interviews. The whole process was recorded by MP3, which was used to collect the possible influencing factors.The quantitative data indicated that the overall SRC of non-English major in the network-based English learning was at the medium level. Among the four dimensions of SRC questionnaire, the cognitive SR ranked the first. In addition, independent samples T test showed that there was no significant gender difference in the SRC of non-English major in the network-based English learning. However, from every specific dimension, male students were much higher than female ones in terms of the SRC in the network-based English learning. Moreover, the qualitative data suggested weak learning motivation, lack of learning strategies, poor self-control ability, weak willpower, too much interferential information and single presentation of English learning materials were the main influencing factors that impede the SR of non-English major in the network-based English learning. Furthermore, according to the data obtained from the attribution questionnaire of SR failure, weak learning motivation and lack of learning strategies were the most important influencing factors. Eventually, the researcher brought forward three points:to enhance the students’ learning motivation, to impart and encourage the students to master the effective online learning strategies, and to transform the role of English teachers. English teachers should combine the traditional classroom teaching with the network-based learning and carry out the teaching as the partner, learner and trainer, to explore valid and effective new teaching and learning model.The results of this study provide important implications for both college English teaching and learning in China. The teacher should try their best to inspire the students’ learning motivation and timely provide assistance and direction based on the real situation of the students’ self-regulatory capacity in the network-based English learning, which will ensure the objective guarantee and support. The students should evaluate their practical SRC personally, then actively and consciously enhance their self-confidence and self-discipline in the process of learning and flexibly use learning strategies under the instruction of teachers, which consequently greatly prompt the development of the SRC and ultimately improve network-based English learning efficiency with great span.