A Study Of The Relationship Between Autonomous Learning Ability And Positive Interdependence Of Undergraduates Based On Blended Cooperative Learning

Since the introduction of learner autonomy into China,autonomous learning has become an important concept in foreign language teaching.However,previous studies mainly focused on the internal contributing factors of autonomous learning,with less attention to the social factors.In recent years,it has been found out that the internalization and development of autonomous learning depends on the establishment of positive interdependence among students.Positive interdependence is a positive interrelationship among group members.With the deep integration of foreign language teaching and information technology,the blended learning environment has begun to take shape.Blended cooperative learning is an approach of the combination of off-line learning with online learning essentially,in which cooperative learning occurs.In the context of blended cooperative learning,English learners form a learning community,so as to promote the optimization of learning effect.At present,domestic studies pay more attention to the different effects of traditional teaching approach and blended learning approach,but less attention is given to autonomous learning and cooperative learning based on blended learning;meanwhile,the research on the relationship between autonomous learning ability and cooperative learning is even less.Through the exploration of the relationship between autonomous learning ability and positive interdependence,one of the vital elements in cooperative learning,the present study aims to find out the degree of correlation and mutual influence between them,so as to better serve the teaching practice and provide effective data support as well as optimization suggestions.The present study adopts both quantitative and qualitative research methods.A total of 209 undergraduate students in Shandong Normal University were selected as the participants.Questionnaires and a semi-structured interview are employed to collect the specific data.This study aims to explore the relationship between positive interdependence and autonomous learning ability of the undergraduate students in the context of blended cooperative learning by answering three research questions:1.What is the situation of the undergraduate students’ positive interdependence and autonomous learning ability in the context of blended cooperative learning?2.What’s the correlation between autonomous learning ability and positive interdependence of the undergraduate students?3.Whether positive interdependence can predict the autonomous learning ability of the undergraduate students,and whether undergraduates’ autonomous learning ability can predict their positive interdependence?The major findings are summarized as follows:1.Positive interdependence of the undergraduate students is above the average level,and their autonomous learning ability is at an intermediate level.Positive resource interdependence is more frequently perceived by the undergraduate students.2.Autonomous learning ability of the undergraduate students is positively correlated with positive interdependence,though at a medium level.3.Positive resource interdependence has significant and predictive power on autonomous learning ability,but positive goal interdependence has no predictive power on autonomous learning ability.Autonomous learning ability contributes to the formation of positive interdependence,especially positive resource interdependence.Based on the above research results and the current situation of blended cooperative learning,the author suggests the pedagogical implications and provides some suggestions for further research in the future.