Acknowledgements
Abstract
摘要
Table of Contents
List of Abbreviations
List of Tables
Chapter 1 Introduction
1.1 Overview
1.2 Significance of the Study
1.3 Organization of the Thesis
Chapter 2 Literature Review
2.1 Key Terms and Basic Concepts
2.1.1 Research-based Teaching
2.1.2 Learner Autonomy
2.2 Theoretical Bases
2.2.1 Constructivism
2.2.2 Humanism
2.3 Previous Studies
2.3.1 Previous Studies on Research-based Teaching Abroad
2.3.2 Previous Studies on Research-based Teaching at Home
2.3.3 Previous Studies on Learner Autonomy Abroad
2.3.4 Previous Studies on Learner Autonomy at Home
Chapter 3 Methodology
3.1 Research Questions
3.2 Research Designs
3.2.1 Quantitative Research Design
3.2.2 Qualitative Research Design
Chapter 4 Results and Discussion
4.1 Influence of the Two Teaching Modes on Learner Autonomy
4.1.1 Descriptive Statistics of CC and EC before and after the Experiment
4.1.2 Differences between CC and EC before and after the Experiment
4.1.3 Changes in CC before and after the Experiment
4.1.4 Changes in EC before and after the Experiment
4.2 Influence of the Research-based Teaching Mode on Learner Autonomy in Relation to Students’ Language levels
4.2.1 Differences between Higher Group and Lower Group before and after the Experiment
4.2.2 Changes in Higher Group before and after the Experiment
4.2.3 Changes in Lower Group before and after the Experiment
4.3 Reasons for the Different Influence of the Research-based Teaching Mode on Higher and Lower Language level Groups
4.3.1 Reasons in Students’ Situation Dimension
4.3.2 Reasons in Students’ Attitude Dimension
Chapter 5 Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions for Future Research
References
Appendix:
Appendix Ⅰ:Autonomous English Learning Investigation Questionnaire
Appendix Ⅱ:Interview Questions
Appendix Ⅲ:A Research-based Teaching Sample
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