Action Research On Cultivating Students' Autonomous English Learning Ability Based On U Campus Platfor

Currently,autonomous learning has become an important topic in international education research.In the “Guidelines for College English Teaching”(2020 Edition),it is proposed to improve the autonomous learning ability of college students.Developing self-directed learning ability is one of the important goals of college English teaching.In terms of teaching methods,we should not only focus on cultivating students’ autonomous learning ability,but we should also guide and help them master learning strategies and learn how to learn.In terms of teachers,teachers are required to make full use of the network teaching platform to provide students with independent learning paths and enrich independent learning resources combining classroom teaching and modern information technology to help students from“passive learning” to “active learning”.The cultivation of English autonomous learning ability is an important component of improving English learning ability and their English level.Combing the literature review on autonomous learning at home and abroad,it is found that there is relatively few action research and relatively numerous experimental studies in the empirical research on autonomous learning ability of college English at home,and the research subjects,research methods and tools have some similarities.It can be seen that there is relatively less research on the autonomous learning ability of English in Tibet.The literature review on CNKI is also found that since 2012,research on autonomous learning of Tibetan English has emerged,and since 2017,research combining online or mobile teaching has done.However,in terms of the research number,there are relatively few research results in Tibet compared to other regions of China,and there are fewer experimental or empirical studies.Therefore,it is of great practical significance to explore the combination of the cultivation of college students’ English autonomous learning ability and the U campus platform from the perspective of action research,taking the college English beginner class of Tibet University as the research subjects.This paper employs the action research method to try to cultivate or improve students’ autonomous learning ability in college English teaching with questionnaires and interviews.At the beginning of the action research,the researchers conducted a questionnaire survey on 68 students from English Beginners Class 12 of Tibet University.Through analyzing the data,they found that students’ autonomous learning ability was low.In response to this situation,the research selected several students to conduct interviews to deeply understand the causes behind them.According to the pre-study questionnaire result,interview results and relevant theoretical references,a 16 week action research plan was formulated.In the first stage(weeks 1-4),teachers need to explain college English autonomous learning strategies and other knowledge,carrying out questionnaires and interviews,designing classroom activities,assigning learning tasks and reflective summaries,reflecting on the first stage of action research to make adjustments in future action research.Students need to fill out survey questionnaires,organize group activities,develop learning plans and reflective summaries,and complete exercises and classroom tests on campus U.In the second stage(weeks 5-8),analyzing the data obtained in the first round of research,then adjusting the teaching mode after reflecting to improve teaching method.Students needs to develop a learning plan,complete a reflection summary after class,practice questions on campus,and submit answers for the classroom test.In the third stage(weeks 9-12),further analyzing various data from the second round of research and reflecting on it,the teaching mode is improved accordingly,and students are required to sort out mistaken exercises for the first time.In addition to writing a study plan and reflecting summary,students also need to summarize mistakes,complete exercises on U Campus,and conduct classroom tests.In the fourth stage(13-16 weeks),it is applied the adjusted training method to the fourth round of action research,such as assigning learning tasks and reviewing summary,requiring to sort out the wrong questions,and summarizing the whole action research to draw conclusions.Students need to fill out a survey questionnaire after the research,write a study plan and a summary of their reflections after class,sort out the wrong answer exercises,and complete the U Campus exercises and classroom tests of Unit 4 in textbook.In order to explore the research results,questionnaires pre-and post-tests are conducted upon college students’ English autonomous learning ability before and after the action research with SPSS23.0 to obtain quantitative data.Through data analysis,this paper evaluates and reflects on the action research and draws the following conclusions: First,the questionnaire data results show that before the start of action research,the students’ autonomous learning ability in English was relatively low.Second,the formulation and planning of learning objectives,the use of learning methods,and the monitoring and evaluation of the learning process have a significant impact on students’ English autonomous learning ability,whether in terms of their concept of English autonomous learning or their behavior.Third,after four rounds of action research,the overall English autonomous learning ability of students in the class has been improved with quantitative data support.This also indicates that the previous four rounds of action research are effective in terms of the result.On the whole,the action research aimed at improving autonomous learning ability has effectively improved students’ English autonomous learning ability.The results of action research have basically reached the expected goal,but there are still problems such as fewer research subjects,shorter research cycles,and the cultivation of college English autonomous learning ability affected by personal factors.Future related research had better enlarge the sample size,extend the experimental periods,and also integrate personal factors of the research subjects,such as their age,English learning history,society,school,family and etc.,to verify the cultivation of college English autonomous learning ability.Therefore,it is believe that in order to cultivate and improve students’ English autonomous learning ability,the following three aspects need being taken into account:firstly,mobilizing students’ learning enthusiasm and enabling them to have a profound understanding of the concepts related to college English autonomous learning.Secondly,students have to develop effective learning plans,reflect on their study and summarize their learning outcomes.Thirdly,strengthening teacher training and enhancing teachers’ professional literacy are recommended.