A Double-Channel Model for Developing Learner Autonomy in an EFL Context

Using Computer-Assisted Language Learning CALL to develop learner autonomy is a challenging task in the context of teaching English as a foreign language EFL. A new, double channel model for developing learner autonomy is proposed. This provides the basis for an experimental study, which investigates the impact of an autonomous learning platform ALP. Both self-directed learning and socially-mediated learning are incorporated into the platform. The results of the study indicate that the double channel model supports the facilitating effects of scaffolding through English communication in an EFL context.

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