This study attempted to explore the relationships among language learning strategy, motivation, anxiety and learner autonomy. Cluster sampling method was adopted to select 600 non-English major students as subjects at three universities in Henan province, China. Quantitative data collected from questionnaires was analyzed by SPSS 19.0. Results from Pearson correlation analysis showed that among the three investigated variables, language learning strategy and motivation had a significant positive relationship with learner autonomy in a decreasing order, but anxiety was significantly and negatively correlated with learner autonomy. Results from multiple regression analysis indicated that learning strategy could best significantly predict the variance of learner autonomy, followed by motivation and anxiety. The findings would make suggestions to university policy-makers, English language lecturers, and learners on the implementation of autonomous English language learning.
The use of ICT in the teaching and learning process is one of the most discussed topics in education for the past twenty years. It has, particularly, put education in Chinese Independent High Schools (CIHS) in Malaysia into a more challenging place due to their distinctions that revolve around self-funding, medium of instruction and syllabus. Past studies have indicated that most teachers had positive attitudes towards ICT integration in education. However, there are also some barriers that have prevented them from fully utilizing ICT in schools. This study focuses on investigating teachers' perceptions and challenges faced while using ICT based online learning in the process of teaching and learning. A total of 180 questionnaires were randomly distributed to CIHS English teachers in West Malaysia. The questionnaire was adapted from Qasem & Viswanathappa (2016) and Salehi & Salehi (2012). A pilot study was also done to ensure the reliability and validity of the instruments. Besides using descriptive analysis, t-Test and One-Way ANOVA were also used to analyse the data. About two-third of the respondents in this study had the awareness towards the use of technology in education and perceived positively towards ICT in the teaching and learning process. The major challenges faced while using ICT included unstable internet connection, lack of training, lack of support from the school, lack of time. In order to ensure a more successful implementation of ICT in education, appropriate training on the usage of ICT in teaching should be provided. Apart from this, adequate ICT resources must be made available for teachers. This study might be significant to the educators, researchers and school managements to help develop useful guidelines to assist the teachers in overcoming the challenges of using ICT in teaching and learning.
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