I.

INTRODUCTION
Nowadays, quality-oriented education has become the ultimate goal o our education. The
core o !nglish learning has shited to how to de"elo# the ability o autonomy learning
anytime and anywhere. The a##lication o internet technology has de"elo#ed a new ield or
autonomy !nglish learning which is becoming more and more #o#ular at home and abroad.
$earning !nglish on the Internet can create eicient and high-quality achie"ement in #ersonal
or mass !nglish learning. %ore and more #eo#le start to #ay attention to it and study how to
ma&e a ull use o it. !nglish learning needs an !nglish en"ironment, but we cannot always
communicate with the nati"e s#ea&ers o !nglish ace to ace. 'hat teaching o traditional
!nglish ado#ted is one-way teaching mode rom teacher to student, which "iolates the essence
o language teaching that is culti"ating students( language communication com#etence. Now,
we could say that the Internet shrin&s and bridges the distance between the #eo#le o the
world in s#ace, and ma&es a globali)ed communicational stage. The way using the Internet to
learn !nglish can com#ensate or the lac& o general a##roach with no real !nglish
en"ironment, which will greatly enhance !nglish autonomy learning.
*utonomous +$earning is a modern learning theory o constructi"ism which means the
students ta&e charge o their own learning by caring out their own learning #lans according to
their own needs. It is also a student-ocused learning model which em#hasi)es the learning
en"ironment and coo#erati"e learning. In ,-.,, /olec /enry introduced the conce#t o
0autonomous learning1 in his boo& named Autonomy and Foreign language learning. *ter
that, many scholars such as $ee 2,--.3, $ittlewood 245553, 6arden and %iller245543 studied
the issue and made greater contribution to the ield.
7y com#uter-aided autonomous !nglish learning, we mean students learn and #ractice
!nglish language not only in the classrooms but also com#uter-rooms using materials on
internet, learning discs and other electronic learning tools.
/owe"er, in *sia, The eiciency o the use o Internet to autonomy !nglish learning is low,
the result is not satisactory. 'hat are the reasons and how to deal well with the #ermanent
a##roach or the ideal goal o autonomy !nglish learning is a must to see& or the resolution.
II. U8IN6 T/! INT!RN!T *ND T!C/NO$O69
'ith the use o the Internet and com#uters increasing around the world, it seems ob"ious that
electronic means will #ro"ide the learning en"ironment o the uture. Instant messaging has
been quite #o#ular or some time and the rate o usage around the world is increasing as more
#eo#le, es#ecially in de"elo#ing countries, are able to get online. Other orms o
communication o"er the Internet include discussion boards, interacti"e blogs, and online
orums. In addition, many !nglish students are downloading !nglish music, mo"ies, and T:
shows that allow them to get e;#osure to dierent accents and e;#ressions rom around the
world. Other "irtual en"ironments can be used to de"elo# language s&ills while also mor#hing
the tas& o learning into an en<oyable hobby. 8ocial networ&s such as =ace boo&, %y8#ace
and 8econd $ie ha"e the #otential to create awareness about language that will dri"e #eo#le
at a "ery young age to become in"ol"ed in learning language.
8econd $ie, is a ree #rogram rom the internet that allows you to create your own "irtual
en"ironment where you can interact in real time through tal&ing or ty#ing with o"er ,4
million subscribers worldwide. This en"ironment, where you create a name and an a"atar or
yoursel, enables the user to create a world where they are surrounded by stimulus >OURN*$
O= $*N6U*6! T!*C/IN6 *ND R!8!*RC/ ? 45,, *C*D!%9 @U7$I8/!R ,5.,
that interests them and where they can easily meet others with common interests and
characteristics. 'hile controlling your character in this world, you can go to #ar&s, sho#s, and
e"en your own li"ing room with a grou# o riends. Now with the ca#ability to use "oice chat
in 8econd $ie, it is #ossible to use this as an eecti"e tool or learning language. 'ithout the
#ressure o ha"ing to introduce themsel"es in a real classroom with other students, 8econd
$ie #ro"ides an unintimidating en"ironment where students can introduce their "irtual
characters and acquire inormation rom other characters. =aceboo& and %y8#ace can hel# a
learner #resent themsel"es and learn more about others, but unli&e 8econd $ie, they are not
#resented in a AD en"ironment and cannot be used to s#ea& with others.
Other technological means that can be used to im#ro"e language ability are "oice-chat
#rograms such as 8&y#e, iChat, and messenger #rograms such as %8N and 9ahoo. These
"oice-chat #rograms allow #eo#le to tal& to others around the world in real time and they are
ree to use. 'hen initial connections are made through social networ&s on the Internet, users
can then use these "oice #rograms to call each other and #ractice oral s&ills by a##lying new
language items learned through writing and reading. To ully ta&e ad"antage o the Internet
during the learning #rocess, one should consider other on-line #rograms and unctions such as
relati"e readings, blogs, online qui))es, and #odcasts. 'hile many students and #roessionals
around the world ha"e lengthy commutes to and rom school or wor&, downloading #odcasts
onto a listening de"ice ma&es e;#osure to s#o&en !nglish #ossible on a train, bus, or e"en
while stuc& in rush-hour traic.
III. T/! 7!N!=IT8 O= IND!@!ND!NT $!*RNIN6
=or !=$B!8$ students who are more intro"erted and concerned about #ri"acy issues, the use
o "irtual worlds to encourage learning is an attracti"e o#tion. Instead o sharing #ersonal
inormation with strangers, the learner can instead share inormation about their "irtual
character that they ha"e created based on their antasy and interests. This would be a great
way to build both conidence and networ&ing s&ills with a oreign language. *gain, the merits
o this a##roach rely on the studying goals o the learner. =or e;am#le, this most li&ely would
not im#ro"e !nglish s&ills or s#eciic #ur#oses, such as business situations.
!s#ecially in large !=$ classrooms, there are #roacti"e students who are moti"ated to learn
both inde#endently and as a grou#. /owe"er, others are satisied sim#ly with the limited
e;#osure that they get rom the class and some o these students choose not to ocus during
the lessons. In a ,--C research #ro<ect on learner agendas, it was suggested that Dwhile the
teacher is busily teaching one thing, the learner is oten ocused on something elseD2Nunan,
45553. It can be argued that this is am#liied in *sia, where students are sometimes e;#ected
to s#end twel"e hours a day studying or tests or wor&ing in the oice while at times <uggling
other res#onsibilities such as a amily.
I:. C/*R*CT!RI8TIC8 O= T/! 8UCC!88=U$ IND!@!ND!NT $!*RN!R
In Da"id Nunans 245553 study, he outlines common characteristics or #eo#le who
successully and dramatically im#ro"ed their language s&ills through learning autonomously.
These characteristics and requirements includeE a di"ersity o s&ills, #assion and en<oyment
or a #articular ield, a ocused and acti"e a##roach to learning, and inally, #ursuit o
learning and success des#ite high #robability o ailure and #ublic disa##ro"al. 'hile most
learners in >a#an are wary about ta&ing these ris&s, there are many e;am#les o those who do
with a"orable results. Nunan 245553 #resents a cou#le success stories in /ong Fong o
students who too& their learning in their own hands and e;celled because o it.
One student named G>ose#hine once a##roached Nunan to inorm him o the great #rogress
she was ma&ing with her !nglish. 'hen Nunan continued to gi"e himsel as the teacher credit
or the im#ro"ements, >ose#hine countered that it was not his lesson that resulted in her
im#ro"ements, but her domestic situation li"ing with a Canadian roommate. 2Nunan, 45553 In
a second e;am#le, Nunan 245553 describes the language de"elo#ment o another student by
the name o G8iu =unE 0she lo"ed !nglish but she quic&ly came to reali)e that learning
!nglish in school wasnt enough so she ound o##ortunities to #ractice her !nglish out o
classH8iu =un used to hang around the tourist tra#s ater school 2to interact with oreigners
in !nglish31. 2Nunan, 45553 8imilar e;am#les can be ound in >a#an, where students who are
"ery &een to learn !nglish will "olunteer at tourist "enues 2museums, shrines, and tem#les3 in
need o an inter#reter. 'hat these learners ha"e in common is that their attitudes were
de"elo#ed ater they made a decision or themsel"es that e;clusi"ely studying in a classroom
en"ironment was not enough. 'hile it is diicult to im#lant this attitude in other language
students #syche, the irst ste# or the instructor to encourage this is to better understand the
attitudes and needs o the student.
:. T/! RO$! O= IN8TRUCTOR IN IND!@!ND!NT $!*RNIN6
'hile e;am#les o se"eral e;ce#tional students ha"e been gi"en, the act remains that the
a"erage student does not #ossess the dri"e or moti"ation to acquire language this way. In their
4554 study, Chen, 8#ratt, and /um#hreys conducted a large-scale study on learner autonomy
at the /ong Fong @olytechnic Uni"ersity where they aimed to re#resent the students "iews
on res#onsibility, moti"ation, and decision ma&ing outside o the classroom. In this study,
Chen et al. conclude that the "ast ma<ority o students "iew their instructor as #laying a ma<or
role in the de"elo#ment o their language s&ills. This study has #edagogical im#lications, as it
is argues that understanding the students >OURN*$ O= $*N6U*6! T!*C/IN6 *ND
R!8!*RC/ ? 45,, *C*D!%9 @U7$I8/!R ,5.4 #erce#tions on learning can hel# a
teacher identiy what res#onsibilities can be transerred to the student. 2Chen et al., 45543
This is quite similar to the case in >a#an, where a lot o #ressure is #laced on students to
succeed which in turn discourages one rom ta&ing learning into their own hands. It a##ears
saer or the student to ollow the lead o the instructor. 'hile language learners in *sia are
e;#osed to studying language at a "ery young age as a means to #ass an entrance test, this has
really resulted in a s#oon-eeding education system where the student needs to ocus on the
material #resented in class in order to #ass a test that will ultimately determine the uni"ersity
they attend and the career o#tions that may be #resented to them ater graduation.
:I. =*:OR*7$! =*CTOR8 O= IND!@!ND!NT !N6$I8/ $!*RNIN6 T/ROU6/
T/! INT!RN!T
Inde#endent !nglish learning on the Internet is one o the most im#ortant learning a##roaches
which mostly relects the main #art and indi"idual-orientation o students study. *ccording
to ones conditions, a #erson can choose the learning materials, methods and the de#th o
studyI arrange study on ones own schedule. *s we all &now, dierent #eo#le ha"e dierent
bac&ground &nowledge, study ability and cogniti"e ability on study. In class, teachers always
ha"e no time to ocus on the dierent acce#tance s#ecially. 8o, there is not eicient. 'hile it
is e;tremely dierent in the a##roach o autonomy !nglish learning on the Internet, which
always oers the great initiati"e on study, rich "ariety o choices, ty#ical indi"idual character
o study, notional le;ibility or arrangement and #leased dynamic interaction. O course,
there are some relati"ely una"orable actors o autonomy !nglish learning on the Internet, or
e;am#le, a##earing #oor ability o learners autonomy !nglish learning, negati"e im#act o
!nglish learning moti"ation and other e;ternal en"ironmental im#act. It is a considerable
issue to ind the resolution to o"ercoming how to a##roach the ormer and a"oid the latter. *ll
in all, autonomy !nglish learning on the Internet de#ends on the learners internal actors.
*dding to teachers su#er"ision, assistance and guidance, the sub<ecti"e willing o the
learners is the &ey to the goal o learning !nglish on the Internet well.
:II. R!JUIR!%!NT8 =OR !==ICI!NC9 O= IND!@!ND!NT !N6$I8/ $!*RNIN6
T/ROU6/ T/! INT!RN!T
A. Promoting Self- monitoring Ability
8el-monitoring ability is to #lay ull the enthusiasm o learners and the initiati"e o learning,
and gi"es the main body o indi"idual the undamental recognition. The sel-monitoring le"el
o students is the &ey actor to success in autonomy !nglish learning in the relati"ely ree-
loose Internet en"ironment. The Cogniti"e Constructi"ism 8chool belie"ed that autonomy
learning was actually the learning o cogniti"e monitoring, and the #rocess those students
acti"ely ad<ust learning strategies and eort based on their learning abilities and learning
tas&s. $earning strategies mean the "arious actions and ste#s students ta&e in order to
eecti"ely study and de"elo# themsel"es. In order to really reali)e #romoting sel-monitoring
ability, the ollowings are additional. =irst, learners should establish a good learning goal.
8econd, learners should ormulate easible study #lan. Third, learners should o#timi)e the
sel-e"aluation or his learning #rocess, conidence and eects.
B. Strengthening Cooperation
In the situation o all mass organi)ations, random and disorder, which easily lead to
Dinormation Tre&D and Dinormation o"erloadD, and at the isolation between students and
teachers, which always leads the role o teacher and teaching management wea&ening at
learning on the Internet, it is "ery #ractical or the #resent learners to strengthen and de"elo#
the strong awareness o coo#eration among the mass o autonomy !nglish learners on the
Internet. %ost students in the #ersonal autonomy !nglish learning on the Internet are
generally lac& o stamina. The de"elo#ment o autonomy !nglish learning ability on the
Internet should not be blindly o#timistic. =irst all, they need reali)e that act that teachers are
the most direct and im#ortant guide, #artners and su#er"isors or #ro"iding a good
en"ironment, hel#ing students strengthen their autonomy consciousness and de"elo#
inde#endent learning beha"iors, so as to enhance the ca#acity o autonomy learning,
s#eciically to maniest in learning strategies, to ensure the im#lementation o the #lan, to
build a learning #latorm or students and timely to #ro"ide students with the necessary
&nowledge, s&ills and many other hel#I to direct students ormulate learning goals, to
encourage more coo#eration between the learner grou#s and su#er"ise the reali)ation o sel-
e"aluation
C. Optimizing of Network Configuration
There are many elements to inluence the quality o !nglish learning networ&, such as, the
restriction o builders #ur#ose, oreign languages le"el, technology. *s well as, the laws and
regulations to #rotect the co#yright o networ& is im#erect at #resent. The contents o the
website are seriously challenged. 'e should establish a sense o inno"ation and a##eal to
#roessionals <oining in the building o websites or the stabile team o building sites. 8ites
builders occu#ation, education #hiloso#hy, !nglish degree, the le"el o modern educational
technology, and interest can inluence the quality o websites. :oices o !nglish as an
e;am#leE because site builders are e;#erts o oreign language teaching and networ&
education, its website has these ad"antagesE #ositioning clear, distincti"e eatures, abundant
resources, rational design and high interacti"e. !;cellent !nglish language learning websites
should relect the >OURN*$ O= $*N6U*6! T!*C/IN6 *ND R!8!*RC/ ? 45,,
*C*D!%9 @U7$I8/!R ,5.A
ad"anced teaching #hiloso#hy. The de"elo#ment o !nglish-language websites ultimately
de#ends on !nglish educators o their own eorts.
!nglish teachers are amiliar with the teaching and learning #rocess and education regulation
that should become the ma<or orce o the construction o sites. %easures should be ta&en to
guide and encourage !nglish teachers learning multimedia and networ& technology, and
acti"ely #artici#ate in the construction o !nglish learning websites, so that they can establish
a number o high-quality sites to meet the growing demands o !nglish learners and #romote
networ& #rocess o China(s !nglish $earning. *t the same time, we should encourage
dialogues between !nglish teachers and com#uter or networ& #roessional and technical
#ersonnel to coo#erate in the de"elo#ment o sites, in order to orm a s#eciali)ed and
di"ersiied construction site team or the whole soul and heart to ser"e the learner on Internet.
:III. *@@RO*C/!8 O= IND!@!ND!NT !N6$I8/ $!*RNIN6 T/ROU6/ T/!
INT!RN!T
A. ngli!h "earning #eb!ite
*s we all &now, the content and &nowledge in class are limited, and are im#ractical. The
a##lication o Internet technology has greatly bro&en the limitations o s#ace and time in
class. *utonomy !nglish learning on the Internet can s#read the &nowledge rom in class to
out o class. O course, websites cannot ta&e the #lace o library, but it has its own s#ecial
unctions while the library has not, such as, s#eed o search, immediate inormation, etc.
8ome sites #ro"ide large amount o !nglish language learning and inormation, such as
listening, s#ea&ing, reading, writing, grammar, testing, and bac&ground &nowledge. That
inormation, including some audio and "isual inormation can be downloaded. It has been
recommended two oreign !nglish language learning websites as ollowingE
,3 htt#EBBeleaston.comBenglish.html
43 htt#EBBwww.eslcae.comB
I you want to "isit more #ages, you can use the search engine, such asE 9ahoo. 9ou can ty#eE
DT!8$D, D!8$D, DT!=$D, D!=$D, D!nglish learning1,1 !nglish 8tudyD, or DDistance learning1,
you will get what you want.
B. $%C&AN'( An S" #eb )agazine
In an initial attem#t to im#lement language learning resources on the 'eb, $i and other
graduate students at Uni"ersity o Illinois at Urbana-Cham#aign ounded the !8$ web
maga)ine !KLC/*N6!28het)er, ,--CI Mhao, $i N /egelheimer, ,--C3. Their #ur#ose was
to e;#lore ways in which high-quality !8$ learning resources could be accumulated,
organi)ed and #resented on the 'eb.
C. ngli!h "earning *i!+u!!ion 'roup by -mail
Its a more economic way to subscribe by e-mail. There are many !nglish learning discussion
grou#s on the Internet, such as, the intensi"e !nglish orum, science and technology !nglish
orum, the !nglish 'riting orum and teaching discussion orum. I recommend three abroad
discussion grou#s. ,3 0!nglish writing orum1E you should send an email to the addressE
lister"Olistser".net. 9ou should write 08U78CRI7! !CO%@-$1 on letter body. 43 0!nglish
learning lo"er1E you should send an email to the addressE %a<ordomoOcoe.%issouri.edu.
7esides, you should write 0subscribe !nglish-$1 on letter body. A3 077C1E you should send
an email to the addressE %a<ordomoOlistser".bbc.u& and you should write 0subscribe 77C-
!$T1 on letter body.
There are dierent methods to subscribe to the dierent thematic discussion grou#s.
6enerally s#ea&ing, when one sends these e-mails to reser"e some to#ics o discussion
grou#s, will recei"e two letters. One is that you ha"e been notiied to accede to the orumI the
other is to introduce something about it, such as the aims, using method, managers and
com#etent units o the name and address. 8ome enable you to re#ly u#on its requirements,
and some let you read the grou#(s charter and regulations. *ter agreement, you ha"e to re#ly
a signed e-mail to two im#ortant addresses. One is sent to all members o to#ics discussion
grou#, where you can as& questions or raise your #oints o "iew on the issues o others. I the
grou# includes ,,555 #eo#le, all o them can see your issues and #ers#ecti"es. The other is
sent to the #erson in charge o the grou#. I you ha"e any technical #roblems or you want to
withdraw rom this grou#, you can send an e-mail to this address with much care.
*. ngli!h Chat ,oom
In order to de"elo# oral !nglish, many #eo#le ta&e oral class, chat with oreign teachers, or
#artici#ate in !nglish corners on cam#us. /owe"er, they still ind it little eecti"e. The &ey
reason is that their conidence is not enough. *nd the ne;t is their #ac&age o abundant
#ractice.
Now, you can in"ite oreign teachers to your home and tal& with nati"e s#ea&ers anywhere
and anytime. That ma&es the best use o the communication unction o the Internet and
bra&es limitation o time and s#ace. !nglish chatting needs quic& relection. 8o, its a "ery
good #romotion to "irtual communication. Chatting on the Internet, you can understand
dierent countrys cultural connotation and bac&ground. %eanwhile, it can stimulate the
interest in oral or write, and im#ro"e the le"el ste# by ste#.
. Foreign Pen Pal! on -nternet >OURN*$ O= $*N6U*6! T!*C/IN6 *ND
R!8!*RC/ ? 45,, *C*D!%9 @U7$I8/!R ,5.P
'e can communicate with oreign #en #als "ia e-mail on the Internet. There are se"eral
websites to ma&ing #en #als. In these #ages, you can see the dating ads by #eo#le rom
"arious countries to ma&e riends. 9ou can choose to ma&e your riends, or you could #lay
your own @ersonal ads, soon you will recei"e the e-mail rom your riends. I recommend three
#en #al web sitesE
2,3.htt#EBBwww.wi.rB"olterreB&ey#als.html
243. htt#EBBdeil4.lang.uiuc.eduB#en#alsB
2A3 htt#EBBwww.linguistic-unland.comBadda#al.html
I you want to "isit more riends websites, you can search them through engines. 9ou can
ty#e D#en #alD and D&ey #al1, you will ind more websites.
F. Online le+troni+ Bulletin Board Sy!tem
!lectronic bulletin boards system 27783 also is called Gorum. 'e can #artici#ate in online
electronic bulletin board system to !nglish study and discussion. !lectronic bulletin boards
system li&e a big bulletin board, you can #aste the issue o !nglish learning to the abo"e, and
ad"ocate the #roblems in the #rocess o learning !nglish. 9ou can e;change o e;#erience
and discuss with your riends to ind the best answer on it. =irstly, you ha"e to conduct user
registration in the rele"ant orums, such as the !nglish orums o 8ohu educational channel
2htt#EBBlearning.sohu.comB3, and then enter into the bulletin board. I you want to "isit more
electronic bulletin board system, you can ty#e D778D to conduct searches.
'. About Computer-room "earning )aterial!
8ome !8$ teachers in China 245,53 careully re"iewed and #re"iewed sotwareI they want
learners to use to ensure an a##ro#riate it with their lesson ob<ecti"es.
&. .he #eb-!ite! .ea+her Cho!e for Student! #ere(
2,3*bout com#uter &nowledge and s&illsE www.as&.comB, www.a<&ids.comB,
www.encarta.msn.comB, www.google.com, www.about.comB, and www.demo).orgB.
243*bout !nglish languageE htt#EBBlanguagetrade.com, htt#EBBhow-tolearn-any-
language.comBeBinde;.html, www.yeword.netB, htt#IBBwww.mylanguagee;change.comB,
www.learningenglish.org.u&B, www.chom#chom#.comB, www.hua.um.maine.eduB,
www.chinatoday.comB, www.inde;-china.comB, www.chaos.umd.eduB, and www.art-
bin.comB, www.china"ista.comB
2A3*bout cultureE htt#EBBQ-.-A.,P.4ARBinde;.cm, htt#EBBs#an&mag.comB2worldwide site
ocusing on youth issues3.
2P3*bout dictionaryE www.dictionaries.comB, www.rootsweb.com
-. An Amazing .ool to /plore F"0S" "earner!1 #ord!( .hank! )i+ro!oft
Clic& the ollowing lin&, download, install and see the magic o wordE
htt#EBBdownload.cnet.comB'ord'ebBA555-44R-SP-,555A45,.htmlT#artUdl-
'ord'ebNsub<UdlNtagUbutton
'ord'eb is an international !nglish dictionary and thesaurus #rogram or %icrosot
'indows and i@hone. *"ailable or download online, the #rogram is #artly based on the
'ordNet database.
The #rogram is acti"ated by holding down CTR$ and right-clic&ing on a word in almost any
#rogram. This o#ens the 'ord'eb main window, with deinitions and other hel#.
The #rogram usually resides in the tray, and has a low system oot#rint.
V @hrase guessing - or e;am#le, CTR$ W right-clic&ing on the (@rinceton( in (@rinceton
Uni"ersity( will show the meaning o the combined entity rather than only (@rinceton(.
V 'ords rom #ictures - CTR$ W right-clic&ing on a word within an image 2or e;am#le, the
(=ree( in the 'i&i#edia logo3 will as& 'ord'eb to guess the word. 2Note that right-clic&ing
(!ncyclo#edia( in the same logo returns (!myrln#ewa(3.
'ord'eb C added the ability to list entries rom three web sourcesE 'i&i#edia, 'i&tionary,
and 'ord'eb Online. These details are #resented in three se#arate tabs, which are built into
the client a##lication. :ersion Q added audio #ronunciations and su##ort or third-#arty
O;ord and Chambers add-on dictionaries.
IK. CONC$U8ION
* #a#er o this length cannot com#letely co"er the to#ic o internet-based language learning.
In the end, it has been unco"ered that the a##roach o inde#endent !nglish learning through
the Internet is com#letely dierent rom the traditional one. $earners obtain &nowledge on the
Internet instead o lonely de#endence on teachers and boo&s. $earning resources rom the
Internet not only are "ery colorul, but also multi-channeled, multi-#ers#ecti"e, multi-le"eled
and multi-ormed. In addition, it is "ery quic& and timely. 'e can choose learning materials
rom the e;tensi"e resources we need on the Internet, thus which easily aroused &een interest
in learning initiati"e. It can ully mo"e the initiati"e and enthusiasm and im#ro"e the learning
eiciency. *lthough inde#endent learning on the Internet can bring so much beneit and
con"enience to us, its no enough to be used. I we really ma&e the best use o it, our !nglish
learning will be e;#ected and successul. Inde#endent !nglish learning through the Internet
will be #o#ular with e"erybody ully in the uture. %oreo"er, in attem#ts to #romote a higher
le"el o learner autonomy in *sia, it is >OURN*$ O= $*N6U*6! T!*C/IN6 *ND
R!8!*RC/ ? 45,, *C*D!%9 @U7$I8/!R ,5.C
im#ortant or the instructor to encourage and organi)e team acti"ities and homewor&
assignments that will orce students to e;#lore realms and means that could ultimately #ique a
greater interest in autonomous learning. *s !nglish instructors, it becomes our res#onsibility
to not only teach a language, but to also inorm and instruct how to study outside the
classroom. This will be accom#lished by #resenting tas&s that ins#ire the learner to ta&e
learning into their own hands. !"eryone will de"elo# and strengthen the ability o
Inde#endent !nglish learning through the Internet, so that we can acquire the s&ill o lie-long
learning to ser"e oursel"es and the whole society better.
R!=!R!NC!8
X,Y Chan, :. 8#ratt, %. and /um#hreys, 6. 245543. *utonomous $anguage $earningE /ong
Fong Tertiary 8tudents *ttitudes and 7eha"iours. 2ournal of 3aluation and ,e!ear+h in
du+ation4 :ol.,Q, No.,. Retrie"ed *#ril 4-th, 455. rom htt#EBBwww.multilingual-
matters.netBerieB5,QB555,Berie5,Q555,.#d
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qUila5ABila5ASchanoc&.#d
XAY Conttia, $.%.'. 2455R3 .The Inluence o $earner %oti"ation on De"elo#ing *utonomous
$earning in an !nglish-or-8#eciic-@ur#oses Course. Retrie"ed *#ril 4-th, 455. rom
htt#EBBwww.asian-el- <ournal.comBthesisSlaiSconttia.#d
XPY Donahue, R.T. 245543. 6uide#osts or !;#loring >a#aneseness. !;#loring >a#anesenessE
On >a#anese !nactments o Culture and Consciousness. CT, U8*E 6reenwood @ublishing.
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XCY =anany, R. 2455C3. *utonomous $earning Through Online Teaching. Pa+CA"" 2ournal,
:ol.,, No.,, ##4C-C4. Retrie"ed *#ril 4-th 455. rom htt#EBB#accall.orgB>ournalB:-,-,-
#a#ersB=anany-*utonomous-$earning- Online.#d
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8hanghaiE 8hanghai =oreign $anguage !ducation @ress.
XRY /olec, /.2,-.,3. *utonomy and oreign language learning, O;ordE @ergamon Oress.
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F" 2ournal4 December 455C, :olume R, Issue P, *rticle ,A. Retrie"ed *#ril ,st rom
htt#EBBwww.asian-el- <ournal.comBDecemberS5CSh<.#h#
X-Y Fnowles, %.8. 2,-.53. The %odern @ractice o *dult !ducationI =rom *ndragogy to
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Cambridge *dult !ducation.
X,5Y $ee, I. 2,--.3. 8u##orting greater autonomy in language learning. ". 2ournal, C42P3,
4.4-4-,.
X,,Y $ittlewood, '. 245553. Do *sian students really want to listen and obeyT ". 2ournal,
CP 2,3, A,-AQ.
X,4Y Nowlan ,*ndrew 6. @. 2455.3 %oti"ation and $earner *utonomyE *cti"ities to
!ncourage Inde#endent 8tudy. .he -nternet .S" 2ournal4 :ol. KI:, No. ,5, October 455..
htt#EBBitesl<.orgB
X,AY Nunan, D. 245553. *utonomy in $anguage $earning. Retrie"ed *#ril 4-th, 455. rom
htt#EBBwww.nunan.inoB#resentationsBautonomySlangSlearn.#d
X,PY O#al&a, 7. 2455,3. Relecti"e $earning in the *utonomous Classroom. Retrie"ed *#ril
4-th, 455. rom htt#EBBwww.iatel.org.#lBtdalBn-relecti"e.htm
X,CY O)men, F.8. 2455P3. %a&e them be *ware, not 7eware o $earning, A!ian F" 2ournal,
:olume Q. 2Issue , *rticle Q3
X,QY Rendon, %.>. 2,--C3. $earner *utonomy and Coo#erati"e $earning. ngli!h .ea+hing
Forum4 :ol. AA, No.P, #.P,. Retrie"ed *#ril 4-th, 455. rom
htt#EBBe;changes.state.go"BorumB"olsB"olAABnoPB#P,.htm
X,RY 8het)er, /. 2,--C3. !KLC/*N6!E !lectronic Kross culture, /y#erte;ual *cademy o
Non-nati"e 6atherings in !nglish. %anao, /I.Uni"ersity o /awaii #ress.
X,.Y Thanasoulas, D. 245553. *utonomy and $earningE *n !#istemological *##roach.
Applied Semioti+! 2ournal, :olume P, Issue ,5. Uni"ersity o Toronto, Canada, ##. ,,C-,A4
X,-Y 'ang, >. 245,53. /ow to De"elo# College 8tudents *utonomous !nglish $earning
8&ills. 2ournal of Canadian Center of S+ien+e and du+ation4 :olume A, No. A, 8e#tember
45,5.htt#EBBwww.ccsenet.orgBelt.
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htt#EBBdeil.lang.uiuc.eduBe;changeB.
X4,Y Mhong, 9. 2455.3. * 8tudy o *utonomy !nglish $earning on the Internet. 2ournal of
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Mohammad Nurul Islam 2@h.D.3 was born in 7angladesh in ,-RC. /e is an assistant
#roessor in !nglish, currently wor&ing in the De#artment o !nglish, =aculty o $anguages
and Translations, Fing Fhalid Uni"ersity, Fingdom o 8audi *rabia.
/e has been teaching !$T and !8@ at tertiary students since a decade. /is areas o interest
include !$T, !8@ and $anguage Testing etc.