A Pedagogical Framework for Web-Based Autonomous English Learning in Chinese Context from the Perspective of Eco-Constructivism

Dali Ning

doi:10.4236/ojml.2015.54032

Abstract

The application of on web-based autonomous English learning (WAEL) in China has shown serious problems in recent years. Combining language ecology theory and constructivism, this paper proposes a pedagogical framework guided by eco-constructivism. It then gives advice from perspectives of curriculum design, its operation and evaluation, and shares the successful experience of learning community construction and formative evaluation operation in Guangdong University of Foreign Studies. The writer hopes that this research will shed light on the construction of a sustainable development of WAEL in China and e-teaching in context worldwide.

Highlights

Researches (Xu, 2006; Yang, 2006; Gong, 2006; Fu & Yang, 2007; Wang, 2008; Zhang, 2009, etc.) into the learning students’ satisfaction and learning efficiency of this new teaching model has gained positive results: most students are content with the rich resources provided online as means to facilitate their study and prefer this new teaching model to the old traditional one; students believe web-based autonomous English learning (WAEL) stimulates their learning motivation, improves their autonomous learning ability and enhances their learning confidence; compared with traditional classroom learning, WAEL shows an advantage in producing better English learning outcome
It is essential that the design of learning carefully maintain a balance between all elements so as to ensure a sustainable development of the whole ecosystem. Is this ecological concept depriving the guiding role of constructivism theory in WAEL? How could we find a better framework to facilitate teaching and learning on WAEL and to ensure it to develop in a scientific and sustainable way?
Students fail to realize how important participation in online discussion is to the improvement of English learning and how an irreplaceable role learning community plays in their knowledge construction

Summary

Problems Discovered in Online Classroom English Learning in Chinese Context

The rapid development of technology and the increasing popularity with network in this information age has made teaching and learning conducted in ways never before available. Yang, (2007) and Zhang (2009) argue that the new model turns to be effective in listening and reading thanks to the abundant resources on line which allows students to practice and repractice with whatever material they select, but not quite helpful in speaking due to lack of evaluation software and supervision in testing oral practice Researchers who focus their attention on student’s adaptability find that the previous research results are too optimistic. They suggest that learning community is an essential tool for elearning where there is interaction between students, text and teacher, cooperative learning done through peer comments and exchange of ideas, as well as social meaning construction through discussion, query and debate. The stress on the important role of interaction between learners, the connection between subjects within the environment is quite in line with principles proposed by ecological language education

WAEL and Ecological Language Education

A Pedagogical Framework for WAEL from the Perspective of Eco-Constructivism

Important Elements That Affect WAEL

Findings

Conclusion