Title: The Effects of Teacher Support and Peer Support on Chinese College Students’ Autonomous Learning Ability – A Case Study of Shanghai University
Author: Shi Qiyi
Advisor: Assoc. Prof. Dr. Qiu Chao
Degree: Master of Business Administration
Major: International Business Management
Faculty: บัณฑิตวิทยาลัย (Graduate School)
Academic year: 2566 (2023)
Published: The 7th STIU International Conference “Leadership & Social Sustainability in the Tech-Driven Era” on 19-21 August 2023 section 6 (pp.983-991) Click Proceedings PDF
Abstract
Accompanying the development and expansion of autonomous learning ability in the field of foreign language education in recent years, international scholars have conducted research on how to enhance learners’ autonomous learning ability and the related influencing factors. Most of these studies have mainly focused on internal factors affecting autonomous learning ability, with relatively few examining external factors such as teacher support and peer support. This study aimed to explore the external factors in the English learning process of college students, specifically teacher support and peer support, and further investigate their impact on the autonomous learning ability of Chinese college students. The research objectives were as follows: 1) To analyze the current status of autonomous learning ability, including teacher support, and peer support for college students in the process of learning English; 2) To analyze teacher support and peer support which affect various dimensions of autonomous learning ability of college students during their English learning process; 3) To analyze the differences in teacher support, peer support, autonomous learning ability, and its various dimensions based on demographic characteristics (gender, grade) of college students.
Through the quantitative research method, a questionnaire survey was administered to 590 college students of Shanghai University, China. After excluding invalid responses due to incorrect or missing data, 553 valid questionnaires were obtained, with a response rate of 93.7%. The research results indicated that: 1) College students’ teacher support, peer support, and autonomous learning ability were at a moderately high level, but and there was still room for improvement; 2) Teacher support and peer support both had a positive impact on the enhancement of college students’ autonomous learning ability; 3) There were no significant differences in teacher support, peer support, and autonomous learning ability across different demographic characteristics of college students. Based on these findings, valuable suggestions were provided for enhancing the autonomous learning ability of Chinese college students in their English learning process.
Keywords: teacher support, peer support, autonomous learning ability, English learning
The Effects of Teacher Support and Peer Support on Chinese College Students’ Autonomous Learning Ability – A Case Study of Shanghai University /
6517195002 Shi Qiyi 2566 (2023) The Effects of Teacher Support and Peer Support on Chinese College Students’ Autonomous Learning Ability – A Case Study of Shanghai University สารนิพนธ์ (Independent Study), Advisor: Assoc. Prof. Dr. Qiu Chao, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration, International Business Management, Bangkok: Siam University
Academic Year 2023, Graduate School 2023, IMBA, IMBA 2023, Independent Study, Independent Study 2023, Master of Business Administration, Master of Business Administration (International Program) 2023, Master of Business Administration 2023, ปริญญาโท (Master’s Degree), บัณฑิตวิทยาลัย (Graduate School), Master of Business Administration,International Business Management