移動(dòng)學(xué)習(xí)在英語專業(yè)自主學(xué)習(xí)中的應(yīng)用調(diào)查研究-以云南農(nóng)業(yè)大學(xué)英語專業(yè)學(xué)生為例

ResearchontheapplicationofmobilelearninginautonomouslearningofEnglishmajorsAbstract：Therapiddevelopmentofmobilelearninghasundergoneprofoundchangesinrecentyears.Onlineeducationisalsobeginningtoexplode,andmobilelearningisdevelopingrapidlyasaformofonlineeducation.Thewideapplicationofmobileterminalequipmentrepresentedbyipadandsmartphonemakesmobilelearningapowerfulsupplementarywayofclassroomlearning.Manyformsofnetworkresources,representedbytelecomnetworkoperators,campusnetworkplatformsandlearningresourceswebsites,havebroughtunprecedentedgoodconditionsformobilelearning.Thisarticleusestheliteraturemethod,thecontentanalysismethod,unifies2kindsofeducationtechnologycoreperiodicalsinrecentyearstothemobilelearningdomainresearch,hasdiscussedthemobilelearningdevelopmentprocess,hasanalyzedthemobilelearningcommonequipment,thoughtthatthemobilelearningisonekindoffragmented,non-linear,distributesinmanykindsofcarriers,Thispaperanalyzesthecurrentsituationoftheapplicationofmobilelearning,analyzesthetrendofresearchonmobilelearning,andputsforwardsomesuggestions.Thepurposeofthispaperistounderstandthedevelopmentandapplicationofmobilelearningeffectivelyintheageofinformationtechnology.Tounderstandtheresearchtrends,researchtrendanddevelopmentofmobilelearning,makeuseofmobilelearningtoprovidetheoreticalreferenceandhelp,andhopetoproviderelevantreferencesforpracticaltheoreticalresearchandpracticalexploration.Keywords:Mobilelearning,applicationstatus,mobilelearningterminal摘要移動(dòng)學(xué)習(xí)經(jīng)過近幾年的迅速發(fā)展,正發(fā)生著深刻的變化。在線教育也開始進(jìn)入爆發(fā)期，移動(dòng)學(xué)習(xí)作為在線教育的一種形式發(fā)展迅速。以ipad、智能手機(jī)為代表的移動(dòng)終端設(shè)備的大面積推廣應(yīng)用使得移動(dòng)學(xué)習(xí)成為課堂學(xué)習(xí)的有力補(bǔ)充方式。以電信網(wǎng)絡(luò)運(yùn)營商、校園網(wǎng)絡(luò)平臺(tái)、學(xué)習(xí)資源網(wǎng)站為代表的多種形式的網(wǎng)絡(luò)資源給移動(dòng)學(xué)習(xí)帶來了前所未有的良好條件。本文采用文獻(xiàn)法、內(nèi)容分析法，結(jié)合2種教育技術(shù)學(xué)核心期刊近幾年對(duì)移動(dòng)學(xué)習(xí)領(lǐng)域的研究，探討了移動(dòng)學(xué)習(xí)的發(fā)展過程，分析了移動(dòng)學(xué)習(xí)的常用設(shè)備，認(rèn)為移動(dòng)學(xué)習(xí)是一種碎片式的、非線性的、分布于多種載體、可以交互共贏的認(rèn)知建構(gòu)過程和發(fā)布過程，分析了移動(dòng)學(xué)習(xí)的應(yīng)用現(xiàn)狀，同時(shí)也分析了移動(dòng)學(xué)習(xí)隨時(shí)間的研究趨勢、相關(guān)問題并提出建議。通過本文的探討旨在為人們能夠在信息技術(shù)的時(shí)代有效了解移動(dòng)學(xué)習(xí)的發(fā)展及應(yīng)用，了解移動(dòng)學(xué)習(xí)的研究動(dòng)態(tài)、研究趨勢及發(fā)展變化，有效利用移動(dòng)學(xué)習(xí)提供理論上的借鑒和幫助，同時(shí)希望為大家實(shí)際的理論研究和實(shí)踐探索提供相關(guān)參考。關(guān)鍵詞:移動(dòng)學(xué)習(xí)；應(yīng)用現(xiàn)狀；移動(dòng)學(xué)習(xí)終端 目錄TOC\o"1-5"\h\z\u1.Introduction 41.1Background 41.2.TheLearningCharacteristicsofEnglishmajors 52.LiteratureReview 62.1.theDefinitionofM-Learning 62.2.theDefinitionofAutonomicLearning 72.3.InternationalLiteratureReview 82.4.DomesticLiteratureReview 92.5.TheSupplementofInternationalandDomesticLiteratureReview 113.ResearchDesign 123.1.CaseStudy 123.2Instrument 123.3DataCollection 133.4Discussion 144.Conclusion 185.References 19Appendix 191.ResearchQuestions 191.Introduction1.1BackgroundWiththedevelopmentandmaturityofwirelessmobilecommunicationterminalequipmentandthecontinuousimprovementofwirelessnetworktechnologyincludingtheemergenceof4Genvironment,mobilelearninghasbecomeafreeandconvenientlearningway.Forapersonwhohasadesiretolearn,learningcanoccurinanyfreeenvironment,whichobviouslyincreasestheefficiencyoflearning.Mobilelearninghasariseninthebackgroundoftherapiddevelopmentofvarioushandhelddevices,whichmeanslearnerscanacquirelearningresourcesandcommunicatewithothersthroughhand-heldmobiledevicesandwirelesscommunicationnetworksatanytimeandplacetheyneedtolearn.Inrecentyears,moreandmorescholars'understandingofmobilelearningisnolongerlimitedto"mobiledevices"and"mobilelearners",theytendtoregardmodernsocietyasamovingwhole.Insuchamobilelearningsociety,alllearningshouldbepersonalized,learner-centered,situational,cooperative,anywhereandlifelong.Accordingtostatistics,thecurrentuseofsmartphones,Ipadorothermobilecommunicationequipmenttocarryoutthedifferentdegreesofmobilelearningisalargenumberofdevelopment,walkingontheroad,buses,subwayscanseethisscreen-basedbrowsinglearningscene.Sowhatkindoflearningequipmenttosupportthiskindoflearning?Whatistheeffectofthislearningstyle?Whatisthecurrentsituationofmobilelearninganditsapplicationresearch?Thisresearchusestheliteraturemethod,thecontentanalysismethodunifiesthesequestionstodosomeresearch,Aimedatenablingpeopletounderstandthedevelopmentandapplicationofmobilelearningeffectivelyintheageofinformationtechnology,tounderstandtheresearchtrends,researchtrendanddevelopmentofmobilelearning,usemobilelearningeffectivelytoimprovelearningqualityandefficiency,providereferenceandhelpintheory,andhopetoprovidereferencesforpracticaltheoreticalresearchandpracticalexploration.1.2.TheLearningCharacteristicsofEnglishmajorsExceptforlistinglearningstrategies,manyresearchershavealsotriedtoclassifystrategiesintotaxonomiesandtypologies.AmongtheseclassifiesthewriterofthisthesisagreeswithOxford’sclassification.Oxfordestablishedaquestionnairewhichentitled“StrategyInventoryforLanguageLearning”(SILL).Itisexactlythatthepresentwriterusedinthisthesistomakeinvestigation.TheSILLhasbeendevelopedfromOxford’sfairlyexhaustivelistofstrategiesandhasbecomepopularforfindinglevelsofstrategyusethroughbeingappliedinavarietyoflearningenvironments.AccordingtoGreenandOxford(1995),studiesusingtheSILLhaschosenareasfollow:firstly,itischaracterizedbyitscomprehensiveness.Itcoversallthemainaspectsoflearningstrategies.Oxford’sworkusesaverywidedefinitionofstrategyincludingalmostanydecisiontakenintheprocessoflanguagelearning.Itisusefultohavememory,cognitive,meta-cognitive,socialandaffectivestrategiesgroupedtogetherinonetesttomakelearnersawareofthecomplexstrategiesthatcanbeexploitedtoaidtheirlearning.Secondly,thisfocusedattentiononstrategiesprovidesaninterestandpromotemanyinsightsintowhattheyandothersdoinordertofacilitatelearning.Somestudentsmighthavenevertalkedabouttheirlearning,andnotallstudentshaveafullunderstandingofhowtheylearnEnglishandwhattheyshoulddotoachievesuccess.Studentsoftenexpectteacherstohavegoodknowledgeofthis.Actually,whattheirteachersprovideissatisfied.TheSILLmakeslearningstrategiesmoreclearandmakesthedifficulttaskoflearningaforeignlanguagemoreeasily.Oxfordthencategorizedstrategiesintotwotypes:primaryandsecondary.ButafterperformingalotofstatisticalanalysesontheSILL,Oxfordpresentedanewframeworkaboutlearningstrategies.Sheclassifiedlearningstrategiesthathaveadirectandanindirectimpactonlearningaforeignlanguage.Directstrategiesandindirectstrategieswereeachfurtherrepresentedbythreestrategies.Oxford’staxonomyispopularforafewreasons.It’sthefirstwhoprovidesahierarchicalorganizationofstrategiesintolevelswhichmakesitmorethanjustalist.Secondly,thistaxonomyismucheasytounderstandandarouseintuitivelyappealing.Finally,Oxford’staxonomyisoneandonlybecauseitmadenodistinctionthatlearningstrategieswhichinvokedinbothlanguageandtheusingoflanguage.2.LiteratureReview2.1.theDefinitionofM-LearningMobileLearning(Learning)isakindoflearningwhichcanhappenatanytimeandanyplacewiththehelpofmobiledevices,andmobilecomputingdevicesusedinmobilelearningmustbeabletoeffectivelypresentlearningcontentandprovidetwo-waycommunicationbetweenteachersandlearners.Basedonthedigitallearning,mobilelearningcanbringnewexperiencetolearnersanytimeandanywherebycombiningthemobiletechnologyeffectively.Mobilelearningisconsideredasakindoffuturelearningmodel,oralearningmodelthatisindispensableforfuturelearning.Understandingtheconnotationofmobilelearningcorrectlyshouldbegraspedfromthefollowingaspects:firstly,mobilelearningisdevelopedonthebasisofdigitallearning,andistheextensionofdigitallearning,whichdiffersfromgenerallearning.Sun'se-learningexpertMichaelWengerhisinsightsintomobilelearning,andhebelievesthatmobilelearningisnothingnew,becauseprintingtextbooksintraditionallearningcanalsosupportlearnerstolearnanytime,anywhere,Itcanbesaidthattextbookshavelongbeenatooltosupportmobilelearning,andmobilelearninghasbeenaroundus.Second,mobilelearning,inadditiontoallthecharacteristicsofdigitallearning,butalsoitsuniquecharacteristics,thatis,learnersarenolongerlimitedtothecomputertable,youcanfreely,anytimeandanywherefordifferentpurposes,differentwaysoflearning.Thelearningenvironmentismobile,withteachers,researchers,techniciansandstudentsmoving.Finally,fromtheperspectiveofitsimplementation,mobilelearningisbasedonthetechnologyofmobilecomputingandInternettechnology,namelymobileinterconnectiontechnology,theimplementationofthetoolisaminiaturizedmobilecomputingequipment,orastheQuinnoftheIAdevice.Sariolaandothersintheprocessofdiscussingtheconceptofmobilelearning,thedeviceofmobilelearningischaracterizedbysuchananalysis:portability(portability),thatis,smallequipmentshape,lightweight,easytocarry,wireless(wireless),thatis,thedevicedoesnotneedtoconnect;Mobility(mobility),referstotheuserinthemobilecanalsobeverygooduse.2.2.theDefinitionofAutonomicLearningAutonomouslearningisamodernlearningmethodcorrespondingtothetraditionalreceptivelearning.Studentsasthesubjectoflearning,thestudentsthemselves,independentofothers,notsubjecttoexternalinterferencethroughreading,listening,research,observation,practiceandothermeanstoenableindividualstogetcontinuouschange(knowledgeandskills,methodsandprocesses,feelingsandvaluesofimprovementandsublimation)behavior.Autonomouslearningisamodernlearningmethodcorrespondingtothetraditionalreceptivelearning.Asthenamesuggests,autonomouslearningisthesubjectofstudentsaslearning,throughtheindependentanalysis,exploration,practice,questioning,creativityandothermethodstoachievelearninggoals."BasiceducationcurriculumReformOutline(Trial)"Inthebasiceducationcurriculumreformspecificobjectivespointedout:"Changingtheimplementationofthecurriculumtoomuchemphasisonacceptanceoflearning,rote,mechanicalstatusquo,advocatingstudentstoactivelyparticipatein,willingtoexplore,diligent,trainingstudentstocollectandprocessinformation,theabilitytoacquirenewknowledge,Abilitytoanalyzeandsolveproblemsandtocommunicateandcollaborate."Traditionalphysicaleducationemphasisisonthereceptive,passivewayoflearning,inthe21stcenturyweadvocatedindependentlearning,whetheritisnegativeacceptance-type,passivemodeoflearning,alladoptthewayofindependentlearning?"accordingtothespiritofthebasicEducationCurriculumreformProgram(trial),wecanunderstandthatWejustwanttochangethepastofthe"tooemphasisonlearning"trend,ratherthancompletelydenyingtheacceptanceoflearningmethods,buttopromotestudentslearntolearntheway.2.3.InternationalLiteratureReviewMobiletechnologyandequipmentaredevelopingrapidly,changingthetraditionalmodeofoperationinmanyindustries.Theapplicationofmobilecommunicationtechnology,mobileterminalequipment,mobiledatabasetechnology,mobileoperationplatformandmobileservicehaslaidasolidfoundationofmaterialtechnologyformobilelearning.Mobilelearninghasattractedmuchattentionabroad,inEuropeandNorthAmericapartoftheeconomicdevelopedcountriesinthestudyofmobilelearningtimeearlier,thescopeofresearch,researchcontentisalsomoreextensivein-depth,butthereallarge-scale,nationallevelofmobilelearningteachingapplicationisstillverylittle,especiallyinbasiceducationthereisstillalotofdevelopmentspace.Integratedworldwideresearchprojectsonmobilelearning,canbefoundinthefollowingaspectsofthedevelopmenttrend:(1)Theintegrationofnetworktechnology,formingaubiquitouslearningenvironmentforcommunicationsatellites,cellulartelephones,digitaltransmissionnetwork,suchastherepresentativeofthedevelopmentofmoderncommunicationssystem,sothatpeopleinthe"GlobalVillage"Theinformationtransmissionisbecomingpossible,especiallywiththeprogressofInternet,cellularmobilenetworkandwirelesscommunicationtechnologyinrecentyears,whichshortensthedistancebetweenpeopleandpeopleandinformationgreatly.Thisubiquitouscommunicationnetworkanduser-centricinformationservicescreateaubiquitouslearningenvironmentforlearners.Mobilelearningintheapplicationprocess,mobiletechnology,networktechnologyanddigitallearningtechnologyhighlyintegrated,changedthefixedprogramminglearningmode,toachieveaflexible,situational,anytimeandanywherepersonalizedlearning.(2)Theapplicationofmobileinteractivetechnologymakesmobilelearningmoreconvenient.Theavailabilityofmobileterminalsisoneofthemainbottlenecksrestrictingitslearningandapplication,andthemobileMan-machineinterfacedirectlyaffectstheusabilityofmobileterminals,anditsdevelopmentwillbeabouttheindustrializationprocessofmobilelearningandthesizeoftheapplicablepopulation.Effectivehuman-computerinteractioncanmakemobilelearningexperienceeasier,moreefficient,moresatisfying,andevenmoresurprising,thusgreatlypromotingthepopularizationofmobilelearningandthecreationofnewapplicationpatterns.2.4.DomesticLiteratureReviewInthepastmorethan20years,thedevelopmentofauniqueresearchteamtocarryoutindependentresearchanddevelopment,butthemainlandandtheinternationalresearchlevelthereisacertaingap.Therefore,cardingthedomesticmobilelearningresearchproblemsandchallenges,topromotedomesticresearchsmoothlyintothevigorousdevelopmentstagehaspracticalsignificance.(1)Diversityofresearchpatternsandmethodsthechiefexpertineducationtechnology,UniversityofTokyo,saidinhistalkaboutthedifferencesinmobilelearningindifferentcountries,EuropeandJapan,representedbytheUnitedKingdom,aremoreinterestedintheapplicationofdetailssuchasgames,educationalcontentandpracticalactivities,whiletheUnitedStatesandChinaaremoreconcernedaboutplatformdevelopment,Inparticular,thereareanumberofcomprehensiveinnovativestudiesintheUnitedStates.(poster,2009)AlthoughChina'smainlandstudieshavesomesimilaritieswiththeUnitedStates,theyareobviouslyrestrictedbytechnologycommunication,economicdevelopmentandtheimplementationoftalents.Therefore,fortheresearchers,weshouldtakeapositivelookattheresearchhotspotsinEuropeandJapan,drawonthe"circularcycle"researchmodel,andprovideacompleteoperationalplanforeducationalpracticethroughapplicationresearchandempiricalresearch.(2)Multi-fieldcooperation,getridoftechnologyshacklesmobilelearningasa"technologysupportlearning"practice,itsdevelopmentmustbecloselylinkedwithtechnology.Inthefaceofthefactthatthedomestictechnologydevelopmentdoesnothavetheadvantage,howtostrengthenthecooperationinmanyfieldsandformaresearchteamwithmultidisciplinarybackgroundbecomesthekeytowhethermobilelearningcangetridofthetechnicalshackles.DomesticalreadyhaswithNoahboat,theShanghaigoodrecordstarandsooncompany'scooperationprecedent,buttheenterpriseparticipationwillbecauseofitsutilitarianandtotheresearchproducesmoreorlesstherestriction,thereforetheresearchteamownmultidisciplinarybackgroundalsoappearsmoreimportant.Inthemountains,ProfessorPing'steamincludesresearchersinmanydisciplinessuchaspedagogy,psychology,andevenhistory,sothatresearchcanpenetrateintovariousfieldsandservethecommunity.(3)fromthe"Technology"backto"learning"researchfocusonthetransformationofthefirstarticleinChinatostudymobilelearningfromtheperspectiveofnon-summaryofthearticlespublishedin2006,(HuAi,2006)Sincethen,althoughresearchershavebeguntopayattentiontothetheoryofactivity,situationallearningandothertheoriesinmobilelearning,Focusonthestudyofmobilelearningstrategies,etc.,butthedomesticliteratureisstillbasedonthecommunication,Internettechnologyperspective,thediscussionofteachingmethods,learningactivities,suchasahandfulofpapers.Therefore,thefocusofdomesticresearchneedstoreturnfrom"technology"to"learning".Inthecontextofthenear-unstoppabledevelopmentofmobilelearning,whetherornotthetechnologyinquestionisactuallyusedtopromoteeducationandteaching,ratherthantousethesetechnologiestochangetheoriginalandeffectiveteachingmethods,(Feng,2009)isaproblemthatresearchersneedtorethinkintheirresearch.(4)Payattentiontotheeffectofmobilelearning,letmobilelearningreallyhappenProfessorHuanglonghuihaswrittenaboutwhetheronlinelearninginChinaisreallyhappening,andtheresearchdoescauseresearcherstothinkaboutwhether"domesticmobilelearningisreallyhappening".(HuanglonghuiET,2007)fromtheexistingliterature,thedomesticmobilelearningpracticease-learningexpansion,mostlystillfocusedonwhatinformationtoprovidelearners,howtoprovidetheproblem,basedontheWeb2.0technologyofconversation,consultationisnoteffectivelyintegratedintothelearner'slearningprocess,Theevaluationofmobilelearningeffectisnotdivorcedfromthetraditionalknowledge.Therefore,howtoletmobilelearningreallyhappen,tosolvethisproblemshouldbeinwideningtheunderstandingofmobilelearning,mobilelearningasakindofactivityredesign,forlearnerstoprovideavarietyofmobileenvironmentforlearningstrategiesandtoolstobuildamulti-dimensionalmobilelearningevaluationsystem.ChineseTaiwanesescholarshaveusedtheinteractiveconceptdiagramtosupportmobilelearningactivities,andtheconceptmapoflearnersinthecourseoftheiractivitiescannotonlyhelplearnerstoconstructtheconceptsystemactively,butalsocanbeusedasthebasisofevaluatinglearningeffect.2.5.TheSupplementofInternationalandDomesticLiteratureReviewBasedonthecurrentsituationofforeignmobilelearningprojects,itcanbefoundthattheapplicationresearchofmobilelearninginvolvesthefeasibilitystudyofmobilelearning,theresourcedevelopmentofmobilelearning,theconstructionofWAPsite,theshortmessageservice,thelearningonthebasisofproblems,thestudybasedonwork,collaborativelearningandlifelonglearning.suchasmobilelearningbasedonSMS(shortmessagingService)ormultimediaSMSservice,mobilelearningbasedonWAPconnectionbrowsing,mobilelearningandothermobilelearningapplicationsbasedonmobileblogaregraduallyshowingavarietyofdevelopmenttrends.Inshort,aftertheeffortsofrecentyears,thestudyofmobilelearningapplicationshasbeenfullydeveloped.Theprogressoftechnologyandthedevelopmentofsocietyandeconomybringaboutthechangeofeducationalideaandwayoflearning,lifelonglearning,work-basedlearningandtheideaofdoingmiddleschoolhavebeendeeplyrooted.Itisbelievedthatinthenearfuture,moreandmorelearnerswilladoptthisnewwayoflearning,sothatmobilelearningisonthepathofrapiddevelopment.3.ResearchDesign3.1.CaseStudyThisstudyusesthequestionnairesurveytocollecttheapplicationofmobilelearningintheEnglishmajorsinYunnanAgriculturalUniversity,andmainlyfocusesonthestudents'autonomouslearningintheuseofsmartphones.Tillnow,therearelotsofresearchesonthenecessityofusinglearningstrategies.Butmostoftheresearcheswerestudiedthestudentsofmiddleschoolornon-EnglishmajorsinuniversitiesinChina,fewoftheresearcheswereindeedfocusontheEnglishmajors.Wemayask:doEnglishmajorshavebetteruseoflearningstrategies?Inotherwords,isitnecessarytotraintheEnglishmajors’usingoflearningstrategies?Thefollowinginvestigationwasdesignedtoshowtheanswer.ThemainobjectiveofthisinvestigationistofindouthowEnglishmajorsinNNYemploylearningstrategiesinlearningEnglishlanguage3.2InstrumentThisstudyinvestigatedthegenerallevelofthelearningstrategieswiththeSILL(whichwasalsomentionedabove).IntheSILLthereare50items.ThestructureoftheSILLisbasedonOxford’sclassificationsystem,whichwehavelistedinthepreviousparagraphs.Accordingtothesystem,thequestionnairecontainssixparts:PartA(memorystrategies,items1-9):abouthowstudentsrememberlanguage;PartB(cognitivestrategies,items10-23):relatingtohowstudentsthinkabouttheirlearning;PartC(compensationstrategies,items24-29):enablestudentstointegrateknowledgewhattheyhavelearned;PartD(meta-cognitivestrategies,items30-38):enablelearnerstocontroltheircognition;PartE(affectivestrategies,items39-44):relatingtowhat’sstudents’feeling;PartF(socialstrategies,items45-50):involvelearningbyinteract

withothers.Foreachitem,thereisafive-pointscalerangingfrom1to5.1equalsto“neveroralmostnevertrueofme”,2equalsto“usuallynottrueofme”,3equalsto“sometimestrueofme”,4equalsto“usuallytrueofme”,and5equalsto“alwaysoralmostalwaystrueofme”.Andstudentscanchooseonefrom1-5toreporttheirdegreeforeachitem.Inordertolettheparticipantstounderstandclearly,thewriterusedChineseversionoftheSILL.3.3DataCollectionThepresentwriterandhisfriendsdispensed80questionnairestotheparticipants.Thestudentsweregivenfifteenminutestofinishthequestionnaireinclassroom.AllsubjectsgotuniforminstructionstofillintheSILLinordertoreduceconfusion.Theparticipantswerenotneedfortoreporttheirownspecificstrategies.Wegavethesubjectsalistofstrategiesandaskedthemtoreporttomakechoiceofeachitem.Andwewereabletogetmeanscoresofeachiteminthequestionnairethroughtheinvestigation.Basedonthemeanscores,wecouldtoanalyzethecharacteristicsofthem.Itisnotdifficultfortheinstructionandmonitoroftheinvestigationbecausethenumberofparticipantswassmallineachclass.Andmostoftheparticipantsansweredthequestionnairesseriously.Thenthewriterandhisfriendstooktheanswersheetsback.Duetovariousreasonstherewere77questionnaires,whichwerecollected.However,thenumberofthequestionnaireswasenoughtobecalculated.Thedatacollectioninthestudywasconductedmainlythroughthequestionnaire.Foreachiteminthequestionnaire,itisafive-pointscale.Therawdatawereprocessedtoobtainthemeanscoreofeachitem.Eachitemwasconvertedintothree-frequencyscale:low,mediumandhigh(SeeTable3.1)Table3.1:FrequencyScaleMeanScoreEvaluationMeanScoreFrequency4.55Alwaysoralmostalwaysused3.7-5.0High3.54.4Usuallyoroftenused2.4-3.6Medium2.53.4Sometimesused1.52.4Generallynotused1.0-2.3Low1.01.4Neveroralmostnotused3.4Discussion3.4.1ResultsThenumberofstudentschoosinginthefive-pointscale,themeanscoreofeachitemandtheaveragescoreofeachpartwerecalculatedtogetthemeanscoresforthewholesubject.(SeeTable3.2)Table3.2:DataItemNo.ThenumberofSs.Choosing1ThenumberofSs.Choosing2ThenumberofSs.Choosing3ThenumberofSs.Choosing4ThenumberofSs.Choosing5MeanScorePartA18%ofAlltheItemsAverageScore2.61326192453.12224301743.03527281612.841234191202.45934181062.6631307632.77203617312.2883029912.691421231362.7PartB28%ofAlltheItemsAverageScore2.910561423293.811317379113.112110342393.4131326261022.514328311232.815222292043.016433201462.817114022312.318417331942.019627182422.720727261432.721619272143.022215351963.2231631171122.4ItemNo.ThenumberofSs.Choosing1ThenumberofSs.Choosing2ThenumberofSs.Choosing3ThenumberofSs.Choosing4ThenumberofSs.Choosing5MeanScorePartC12%ofAlltheItemsAverageScore3.0241192720103.325525231952.926292417432.1276192220103.228621212363.0290102332123.6PartD18%ofAlltheItemsAverageScore3.030222341543.031524212163.0320102631103.333112282883.3341123291042.735831201352.736425251673.0371128211162.738313282493.3PartE12%ofAlltheItemsAverageScore2.6391153218113.340129241582.741825211762.842312322462.743352811121.844527271532.4PartF12%ofAlltheItemsAverageScore2.945383022143.5461421271142.247429261352.8481624221412.549319262183.250122427AnalysisThestatisticsofthequestionnairesshowedthattheEnglishmajorswhowereinvestigateduseallthe6strategiesequally.Andthestrategiesusedmostlyarecompensationstrategiesandmeta-cognitivestrategies,followedbycognitivestrategiesandsocialstrategies,thenmemorystrategiesandaffectivestrategies.AccordingtoTable3.1and3.2,wecanseethattheaveragescoreofeachitemrangedfrom1.8to3.8,andmostscoreswerebetween2.4to3.6.Itshowedthatthesubjectsweregenerallyawareofusingsuchlearningstrategies,butonlyatmediumlevel.InPartA(item1to9),themeanscoreofeachitemrangedfrom2.4to3.1.2outof9itemswerebelow2.5,andtheother7itemswerebetween2.5to3.4.Inotherwords,thestudentssometimesused7memorystrategies(item1,2,3,5,6,8and9).InPartB(item10to23),themeanscoreofeachitemrangedfrom2.3to3.8.2ofthe14itemswerebelow2.5;11ofthe14itemswerebetween2.5to3.4;1ofthe14itemswasabove3.4.Thatistosay,11cognitivestrategies(item11,12,13,14,15,16,18,19,20,21and22)weresometimesusedandonecognitivestrategy(item10)wasusuallyused.InPartC(item24to29),themeanscoreofeachitemrangedfrom2.1to3.6.1ofthe6itemswasbelow2.5;4ofthe6itemswerebetween2.5to3.4;1ofthe6itemswasabove3.4.Inotherwords,4compensationstrategies(items24,25,27and28)weresometimesusedandonecompensationstrategy(item29)wasusuallyused.InPartD(item30to38),themeanscoreofeachitemrangedfrom2.7to3.3.Allthe9itemswerebetween2.5to3.4.Namely,allthe9meta-cognitivestrategiesweresometimesused.InPartE(item39to44),themeanscoreofeachitem