Blended Learning and Autonomy in Learning English as a Foreign Language

This study investigates the extent to which learner autonomy can be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose is to identify whether there is evidence that such an intervention brings about changes in the students perception and practice in relation to their autonomous learning. The research makes use of both qualitative and quantitative methods, and adopts a case study approach together with elements of a quasi-experimental design. The data from four research tools: i.e., questionnaire, student learning journals, interviews and classroom observation are triangulated and amalgamated to increase the validity and reliability of the findings which suggest that the course management system plays a prominent role in the creation and development of four aspects of learner autonomy. These are autonomous perception, autonomous behaviour, autonomous strategy and interdependence.

Autorentext

Her research interest in learner autonomy began when she was adoctoral student at Newcastle University, UK. At present, she isa lecturer at Kasetsart University, Thailand where she startedher teaching career in 2001. At KU, she has been involved inEnglish for Specific Purposes and English for InternationalCommunication programmes.