声明
摘要
Abstract
Contents
Chapter Ⅰ Research Orientation
1.1 Purpose of Research
1.2 Research Background
1.3 Thesis Organization
Chapter Ⅱ Literature Review
2.1 Autonomous Learning
2.1.1 Definitions of Autonomous Learning
2.1.2 Characteristics of Autonomous Learners
2.1.3 Autonomous Learning and Motivation
2.2 Formative Assessment
2.2.1 Introduction to Education Assessment
2.2.2 Comparison between Summative and Formative Assessment
2.2.3 Formative Assessment and Autonomous Learning
2.3 Individualized Instruction and Learning
2.3.1 Introduction to Individualized Instruction and Learning
2.3.2 Individualized Learning and Cooperative Learning
2.3.3 Individualized Learning and Interest
2.4 Rationale for combing the three elements of autonomous learning,formative assessment and individualized learning in one study
2.4.1 Shared Theoretical Background
2.4.2 Shared Objective
2.4.3 Shared Instruments
2.4.4 Similar Situation of study
2.5 Summary
Chapter Ⅲ Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Introduction to the research
3.2.2 Participants
3.2.3 Instruments and Data Collection
3.2.4 Research Procedures
3.3 Data Analysis
Chapter Ⅳ Result 1:Students’ Autonomous Learning Results,Achievements,and Difficulties
4.1 Results from Students’ Learning Records
4.1.1 Students’ Reported Input from English Materials Reading
4.1.2 Students’ Reported Output
4.1.3 Critical Thinking Activities
4.1.4 Time Investment on IEL
4.1.5 Students’ Self-assessment
4.1.6 Sub-section Summary
4.2 Students’ IEL Achievements
4.2.1 Linguistic Achievements
4.2.2 Non-linguistic Achievements
4.3 Difficulties and Problems in IEL
4.3.1 Learning Materials Problem
4.3.2 Time Problem
4.3.3 Vocabulary Problem
4.3.4 Poor Computer Skills
4.3.5 Memory Problem
4.4 Discussion
Chapter Ⅴ Result 2:Impacts of Formative Assessment on Autonomous Learning
5.1 Impacts of Formative Assessment on Determining Interests and Making Plans
5.1.1 Impact of Formative Assessment on Determining Interests
5.1.2 Impact of Formative Assessment on Making Plans
5.1.3 Sub-section Summary
5.2 Impacts of Formative Assessment on Problem-solving
5.2.1 Problem-solving on Learning Materials
5.2.2 Problem-solving on Learning Speed
5.2.3 Problem-solving on Translation
5.2.4 Problem-solving on Vocabulary
5.2.5 Explanation of Certain Items
5.3 Impacts of Formative Assessment on Motivation
5.3.1 Interest-driven
5.3.2 Evaluation-driven
5.3.3 Presentation-driven
5.4 Impact of Formative Assessment on Creativity
5.5 Impact of Formative Assessment on Correction
5.6 Summary
Chapter Ⅵ Conclusion
6.1 Main Findings
6.2 Implications for EFL education
6.3 Limitations of the Study and Directions to Future Research
6.4 Summative Conclusion
References
Acknowledgements
Appendix