《基于培養學習者自主性的多媒體教材評估研究》對《新時代交互英語》的互動性、選材、難度、詞匯等方面評價較高，但是對其內容的繁冗，尤其是語法的講解感到不滿；對《大學體驗英語》的互動性、版式設計和圖像質量等方面比較滿意，但是對其聲音效果、選材、難度、詞匯和語法講解等方面評價較低。有關專家、學者及出版商應該做進一步調查，以便對這兩套教材做適時的修訂完善工作。
List of Tables
List of Figures
Chapter 1 Introduction
1.1 Background information
1.2 Objectives of the research
1.3 Rationale for the research
Chapter 2 Literature Review
2.1 Definition of learner autonomy
2.2 Rationale for promoting learner autonomy
2.3 Major components of learner autonomy
2.3.1 Learning management
2.3.2 Cognitive processes
2.3.3 Learner control over learning contents
2.4 Approaches to the development of learner autonomy
2.4.1 Analyzing learners' needs
2.4.2 Multiplying teacher's roles
2.4.3 Enhancing the use of technology
2.4.4 Ensuring the quality of course-books
2.5 Research on course-book evaluation
2.5.1 Definitions of course-book and related terms
2.5.2 Roles of course-books
2.5.3 Types &course-book evaluation
2.5.4 Processes and means of the course-book evaluation
2.5,5 Rationale for evaluating course-books with regard to learner autonomy
2.5.6 Guidelines for course-book evaluation
Chapter 3 Methodology
3.1 Rationale for using different research tools
3.2 Unstructured interviews
3.2.1 Subjects
3.2.2 Procedures
3.2.3 Findings
3.3 Questionnaire with open questions
3.3.1 Subjects
3.3.2 Design of the questionnaire
3.3.3 Data-analysis
3.3.3.1 Students' responses to the questionnaire
3.3.3.2 Teachers' responses to the questionnaire
3.4 Questionnaire with closed questions
3.4.1 Design
3.4.2 Subjects
3.4.3 Data-analysis
Chapter4 Results and Discussion
4.1 Factor analysis
4.1.1 Exploring the data's appropriateness for factor analysis
4.1.2 Identifying the factors
4.1.3 Naming the factors and reporting the results
4.2 Discussions about the major factors
4.2.1 Subjects' learner autonomy
4.2.2 Evaluation of course-books with regard to learner autonomy
4.2.2.1 External of thealuation of the course-books
4.2.2.2 Internal evaluation of the course-books
4.2.2.3 Overall evaluation of the course-books
4.2.3 Additional effects of the course-books
4.2.4 Subjects' needs for English
4.2.5 Subjects' needs for English listening and speaking
4.3 Correlation； between the five major factors
Chapter 5 Conclusions
5.1 Findings
5.2 Limitations of the research
5.3 Suggestions for further research
Bibliography
Appendices
Appendix One Checklist of the unstructured interview
Appendix Two 教師調查問卷
Appendix Three 學生調查問卷
Appendix Four Questionnaire
Appendix Five Factual details of materials to be evaluated
《基于培養學習者自主性的多媒體教材評估研究（英文版）》：
So, at the beginning of this research, in order to "increasethe reliability of the questionnaire and minimize the interference of theinvestigator's preconceptions" (Wu, 2000), thirteen unstructured interviewswere conducted with the teachers concerned (see 3.1.3) to investigate howtheir course-books were selected, how the students are going about theirlearning in English listening and speaking, and what problems areencountered in the learning and teaching process. "During theunstructured interviews, a good rapport was formed between theinterviewer and the interviewee and indeed ample information wasobtained" (Su, 2005).
In addition, even though responses to closed questions are easier tocollect and analyze, one often obtains more useful information from openquestions, for responses to open questions are more likely to accuratelyreflect what the respondent wants to say (David Nunan, 2002), since therespondent has "maximum freedom to present her views" (Fasold,1984:192). Thus, the researcher first designed a questionnaire with openquestions (See Appendix Two) with a view to finding out the teachers' andstudents' perception of their course-books and learner autonomy, theirinterests in teaching/learning and their own thoughts about Englishteaching and learning. In this way, the research topic would be furtherfocused and the qualitative data thus obtained could help to design aquestionnaire with closed questions with the Likert scale.
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