The Impact of the Dalton Plan-based Instruction on Learner Autonomy in Reading Among College English Course Learner in China
Bibliographic record
Abstract
This study explored the impact of the Dalton Plan-based instruction on learner autonomy in reading performance among learners in College English course in China. A quasi-experimental design was employed to reach the goal. The experiment was undertaken in one university characterized by students from multi-ethnic background. One second year College English (CE) course class with 16 students makes the experimental class, the other same level CE course class with 15 students composes the control class. The experimental class received the Dalton Plan-based instruction and the control class received conventional classroom instruction. All the participants are medical majors. The data were collected by utilising Autonomous Learning Scale (ALS)，students’ self-reports and semi-structured interview. The findings of this study revealed that Dalton Plan-based instruction was more effective in building learner autonomy compared to conventional instruction. Data from the analysis of the ALS indicated that the experimental group improved in study habits and independent learning. Additionally, findings from the students’ self-reports showed that the students in the experimental group experienced an increase in reading interest, a more regular reading habit, better emotional control, improvement in reading strategies and more adaptable to reading challenges. This research bears crucial pedagogical implications in that the Dalton Plan-based instruction may be considered as a good alternative to choose in the current College English (CE) course teaching and learning reform which highlights the importance of building student’s learner autonomy in their English learning.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".