Constructing Self-Access English Learning Centre to Develop Students´ Study Autonomy with Digitalized Information Technology in Universities

With the development of information technology, Web-based instruction is put into practice in China´s higher learning institutions nationwide. This paper aims to explore the factors affecting students´ use of the learning system The technology acceptance model is employed as the theoretical basis and questionnaire is used to measure the hypothetical model. And prior computer experience exerts significant influence on perceived ease of use, while excluding perceived usefulness. However, teaching content and communication variables produce direct influence on actual use of the system. From the results, some implication and suggestions can be provided, all these aspects considered, teachers could control these external variables and promote learner´s internal perceptions. And then this could contribute to frequent usage behavior. In all, the self-access English learning system can be a successful and effective instruction model. Since the autumn of 2007 Self Access English Learning System is put into our research team use in Northwest A&F University. The questionnaire, interview, and longitudinal study conducted by our research show that, on the whole, the students´ language learning ability improves dramatically with modern information technology, especially in aspects of speaking and listening. And learner autonomy has been enhanced considerably. Some problems that call for attention are respect.