ScholarWorks@숙명여자대학교

초록

This qualitative case study explores an appropriate web-based reading environment for developing students' language learning autonomy. For sixteen weeks, four high school students were studied in a web-based self-access reading environment especially designed for this analysis project. For the purposes of this study, the learning environment consisted of a teacher, an online classroom and authentic reading materials. From the research, the findings are as follows. First, the most important factor leading students towards certain authentic reading materials is the context or topic of the articles, not the difficulty levels. Second, the web-based self-access environment can be a positive place for the students to practice English reading and train their language learning autonomy. Third, the suggested teachers' roles help the teacher and the learners have an interdependent relationship as pursued in the process of developing learner autonomy. These findings indicate that 1) authentic reading materials per se are important for learners to develop their learning autonomy, 2) online classrooms are as crucial for students to train self-directed learning as offline ones are, and 3) through the interdependent relationship between a teacher and each student, students should be able to have greater chances and responsibility toward controlling their own learning processes.

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