Chapter 1 Introduction 1
1.1 Background information 1
1.2 Objectives of the research 3
1.3 Rationale for the research 4
Chapter 2 Literature Review 6
2.1 Definition of learner autonomy 7
2.2 Rationale for promoting learner autonomy 8
2.3 Major components of learner autonomy 9
2.3.1 Learning management 10
2.3.2 Cognitive processes 10
2.3.3 Learner control over learning contents 11
2.4 Approaches to the development of learner autonomy 11
2.4.1 Analyzing learners'needs 11
2.4.2 Multiplying teacher's roles 12
2.4.3 Enhancing the use of technology 13
2.4.4 Ensuring the quality of course-books 14
2.5 Research on course-book evaluation 15
2.5.1 Definitions of course-book and related terms 15
2.5.2 Roles of course-books 16
2.5.3 Types of course-book evaluation 17
2.5.4 Processes and means of the course-book evaluation 18
2.5.5 Rationale for evaluating course-books with regard to learner autonomy 19
2.5.6 Guidelines for course-book evaluation 20
Chapter 3 Methodology 22
3.1 Rationale for using different research tools 23
3.2 Unstructured interviews 24
3.2.1 Subjects 24
3.2.2 Procedures 25
3.2.3 Findings 26
3.3 Questionnaire with open questions 27
3.3.1 Subjects 27
3.3.2 Design of the questionnaire 27
3.3.3 Data-analysis 28
3.3.3.1 Students'responses to the questionnaire 28
3.3.3.2 Teachers'responses to the questionnaire 31
3.4 Questionnaire with closed questions 33
3.4.1 Design 33
3.4.2 Subjects 34
3.4.3 Data-analysis 34
Chapter 4 Results and Discussion 37
4.1 Factor analysis 37
4.1.1 Exploring the data's appropriateness for factor analysis 37
4.1.2 Identifying the factors 39
4.1.3 Naming the factors and reporting the results 39
4.2 Discussions about the major factors 44
4.2.1 Subjects'learner autonomy 44
4.2.2 Evaluation of course-books with regard to learner autonomy 47
4.2.2.1 External evaluation of the course-books 47
4.2.2.2 Internal evaluation of the course-books 50
4.2.2.3 Overall evaluation of the course-books 52
4.2.3 Additional effects of the course-books 54
4.2.4 Subjects'needs for English 55
4.2.5 Subjects'needs for English listening and speaking 57
4.3 Correlations between the five major factors 61
Chapter 5 Conclusions 67
5.1 Findings 67
5.2 Limitations of the research 68
5.3 Suggestions for further research 69
Bibliography 71
Appendices 80
Appendix One Checklist of the unstructured interview 80
Appendix Two 教师调查问卷 81
Appendix Three 学生调查问卷 82
Appendix Four Questionnaire 83
Appendix Five Factual details of materials to be evaluated 93