The Effects Of Pad Class Model On High School Students’ English Learner Autonomy

As an essential component of learning ability,students’ learner autonomy exerts substantial influence on successful English learning.Individuals with higher learner autonomy can monitor and adjust their own learning actively,employ learning strategies and learning resources flexibly and evaluate learning results reasonably with intense learning motivation.However,due to teacher-centeredness in English learning,students’ needs and voices have long been marginalized.Passive acceptance of teacher’s impartation has sapped students’ ability and interest in learning.In this case,a teaching model called PAD Class Model which consists of teacher’s presentation,students’ assimilation and discussion has been proposed.This teaching model takes students’ own needs and ideas into consideration and empowers them to learn autonomously.With careful trial and inspection,it has proved its effectiveness in English teaching.However,few researches have directed their focus on its effect on students’ English learner autonomy.Besides,since self-exploration and selfinternalization features prominently in grammar learning,grammar class is selected as an instance to delve into the effect of the PAD Class Model on English learner autonomy.In light of this,this thesis sets out to explore the effect of PAD Class Model on high school students’ learner autonomy as well as on grammar learning in that many previous researches have verified the positive correlation between students’ learner autonomy and academic performance.In trying to get answers,two research questions have been proposed.(1)To what extent does PAD Class Model influence students’ English learner autonomy? Which aspects have significant change among the six dimensions of English learner autonomy?(2)What effects does PAD Class Model have on students’ grammar learning with students’ English learner autonomy improved? This study was carried out in a high school in Chongqing,lasting one semester.87 students from two classes in senior two were chosen as the research subjects.Students in the experimental class were taught grammar based on the PAD Class Model whereas students in the control class were taught grammar as usual.During the experimentation,questionnaire,grammar tests and interview were conducted to collect necessary data for further analysis.The findings reveal that PAD Class Model exerts positive influence on cultivating students’ English learner autonomy with students’ improvement on the six subdimensions of English learner autonomy.However,among the six dimensions,only learning motivation,learning strategies,learning process and learning environment have salient change while the other two,i.e.learning time-management and learning results evaluation fail to demonstrate significant change.Besides,students have shown some discrepancy in sub-division under each dimension.Apart from its positive effect on students’ English learner autonomy,it is also instrumental in enhancing students’ grammar learning effect,with remarkable improvement in the grammar scores of the experimental class after the implementation of the PAD Class Model.Grounded on the findings of this study,the author generalized some pedagogical implications and make some prospects for future pertinent studies.