A great deal of eLearning research is now conducted worldwide across different levels of the educational system. However, there is little research about how an eLearning program can be integrated with literature circle (LC) reading practice to facilitate learner autonomy in an EFL college level reading course. This study integrated tasks created in the Author Plus eLearning program into an EFL junior-level Advanced Reading and Discussion (ARD) course at a Technology University in central Taiwan. The purpose of the LC plus eLearning program is to cultivate learner autonomy in order to accommodate diversity, enhance communicative competency and promote reading proficiency. The pre and post test results showed that our EFL learners’ general reading proficiency improved significantly (p<0.05). Hierarchical regression analysis found that computer literacy and learning style made no significant contribution to accuracy on eLearning tasks. However, the addition of communication style resulted in a marked effect (R2 change = 0.179) and notably the further addition of self access learning habit (R2 change = 0.080) produced a statistically significant model (F=4.114, p<0.05). The outcome indicated that those who developed a higher degree of learner autonomy through the eLearning program and habitually used the self-access materials more often significantly outperformed those who did not on LC eLearning tasks. The efficacy of eLearning to promote learner autonomy is discussed for its educational significance and wider application.
|Keywords:||Learner Autonomy, eLearning Practice, EFL Literature Circle|
Assistant Professor, Applied English Department, Hungkuang University, Taiwan, Taichung, Taiwan
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