1. English Teaching and Autonomous Learning Conference Conclusion

2. Purposes 1.The end product of education is an independent learner…(Mcdevitt 1997, p. 30). 2.Autonomous learner  active learner  success in distance learning 3.A Self-Learning Center survey (done in June, 2008) –826 respondents (SLC users, esp. the students whose teachers encouraged self- learning). http://ce.etweb.fju.edu.tw/slw/questionnaire.asp

3. What do you think is the strongest motivating force for English self-learning? 請問你一般學生要持續自修英文，最重要的動力（會）是什麼？ 老師算分 355 老師鼓勵 17 語測激勵 64 出國或就業 190 學習護照加 點 2 興趣 146 增廣見聞 36 其他 5

4. What do you think is the strongest motivating force for English self-learning? 請問你一般學生要持續自修英文，最重要的動力（會）是什麼？ TOTAL 老師算分 355 老師鼓勵 17 語測激勵 64 出國或就業 190 學習護照加 點 2 興趣 146 增廣見聞 36 其他 5 Liberal Arts 老師算分 30 老師鼓勵 9 語測激勵 9 出國或就業 43 學習護照加 點 0 興趣 42 增廣見聞 9 其他 2 144 Foreign Languages 老師算分 2 老師鼓勵 0 語測激勵 3 出國或就業 13 學習護照加點 1 興趣 19 增廣見聞 9 其他 0 47 Management 老師算分 11 老師鼓勵 2 語測激勵 19 出國或就業 38 學習護照加點 0 興趣 31 增廣見聞 4 其他 0 105

5. Did you get encouraged by your teachers to do self- learning? 請問你在本學期（年） 有沒有受到老師或系所學院鼓勵自修英語？ ( 可複選）

6. If your English self-learning is not effective, what can be the reasons? 如果你覺得本學期進行英語自修的效果不佳，為什麼？ 太忙 536 興趣不夠 154 外在動力不夠 240 學習資源不夠 20 方法不對 66

7. Tentative Conclusion Teachers’ encouragement and guidance are indispensible. Questions : How do English teachers foster S’s autonomy in learning and/or encourage students to do self-learning ?

8. Possible but Still Difficult Answers 1)Methods: offer Ss transferrable language learning strategies and skills (e.g. cognitive skills in reading and writing, visualization skills, socialization strategies, syntactic awareness, etc.) in various courses; 2)Methods: adopt teaching strategies in support of autonomous learning (e.g. in determining the locus of control, assessment criteria, or giving comments, scaffolding; adding self-reflexive elements ) 3)Motivating/Maintaining, and/or Monitoring? guide/encourage Ss to –use existing learning resources; –set proper goals, and acquire a sense of achievement; –build learning communities; –develop reflection and metacognitive strategies.

9. Difficult because Ideas need to be concretized differently in different contexts; teachers need to be cognitively flexible to recognize student temperament interests and needs; Decisions need to be made between evaluating performativity and allowing freedom. (e.g. errors in LiveABC) It takes time to provide road maps, too.

10. More Questions … 1.Visualization with computer software – Inspiration, MS. Visual, concept map tools— can it be limiting? 2.How do we do scaffolding in teaching English majors, and non-English majors, without testing? If moving from multiple- choice Q’s to cognitive skill training is a method taken by GE teachers, how about teachers of Eng. Majors?

11. More Questions … from teaching, to learning, to self-learning What role(s) does a teacher play today, a knowledge- provider, a judge, a mentor, or a learning facilitator who offers them multiple choices in learning, and show them more in this world? Teacher: as a star, an unmoved mover ( 師父引進門，修 行在個人 ), a coach or a shepherd? How about a self-learning center? SLC’s doing fish-netting 一網打盡 SLC”s angling 姜太公釣魚願者上鉤 Can the two work together as shepherds using an open garden? (Self-learning ecology--the relationships between the air, land, water, animals, plants, etc., usually of a particular area)

12. Thank you! Especially all the staff members...