刘翔虎著的《现代教育技术与自主学习--提升英语学习者听说技能有效性之行动研究(英文版)》主要探讨如何有效地把现代高科技与自主学习的理念相结合，来解决中国学生多年来在英语学习及教师在大学英语教学方面的难题，如“费时低效”及“聋哑英语”等。本书通过运用行动研究方法论，选取中国东北某高校非英语专业102名学生为研究对象，在课堂上采用计算机辅助英语教学模式，并在课外鼓励学生运用计算机、网络等新媒体手段，开展多种形式的自主学习，来提高其英语听说能力的实证研究。其主要研究成果如下：在每个行动研究的教学循环的6周时间内，学生能有效地运用计算机辅助教学环境及英语学习网站资源等当代高科技手段，大幅度提高其英语听说技能、自主学习能力和学习策略等。更为重要的是在计算机辅助教学的环境下，产生了新的英语听力教学模式，即运用现代高科技手段与自主学习理念相结合，短时间内(一学期)使学习者的英语听力能力，实现从中级到高级水平的转化。

Chapter 1 Introduction
1.1 Background Information on English Language Teaching in China
1.1.1 Brief Information on English Language Teaching in Higher Education in China
1.1.2 The Use of CALL in Higher Education in China
1.2 The Reasons for the Importance of the Use of CALL in China
1.2.1 The Problems of Learning English in China
1.2.2 The Cause of the Learning Problems in Teaching English in China
1.3 Rationale of This Study
1.4 The Aims of This Study
1.5 A Brief Overview of the Book
Chapter 2 Literature Review
2.1 An Overview of CALL
2.1.1 CALL, Online Learning and E-learning
2.1.2 The Advantages and Disadvantages of CALL
2.1.3 The Evaluation of CALL Materials
2.1.4 Teaching Listening and Speaking by Using CALL
2.1.5 Teaching Listening and Speaking by Using Podcasts
2.2 An Overview of Second Language Learning Theory
2.2.1 Behaviourism
2.2.2 Cognitive Theoretical Perspectives on SLA Theory
2.2.3 Constructivism and Its Contribution
2.3 Key Learning Factors and CALL
2.3.1 Motivation, Learner Autonomy and CALL ~
2.3.2 Learner Autonomy and CALL
2.3.3 Learning Strategies, Learner Autonomy and CALL
2.4 Student-centred Teaching Approaches and Learner Autonomy
2.5 Summary of the Literature
2.6 Research Questions
Chapter 3 Research Methodology and Methods
3.1 Research Paradigms
3.1.1 Defining Research Methodologies and Methods
3.1.2 The'Scientific Research Paradigm (Positivism)
3.1.3 The Interpretive Research Paradigm
3.2 Action Research
3.2.1 Defining Action Research
3.2.2 Principles and Characteristics of Action Research
3.2.3 Locating Action Research in the Interpretative Paradigm
3.3 The Research Participants
3.3 .t College English Tests (Bands 4 and 6) in China
3.3.2 Background Information on the Participants
3.4 The Framework of Research Design in This Study
3.4.1 The Rationale of the Choices of Data Collection Methods
3.4.2 The Rationale of the Choices of Data Analysis Methods
3.4.3 The Rationale of the Choices of General Data Analysis Methods
3.5 Procedures of Data Collection and Data Analysis in This Study
3.5.1 The Pilot Study of the Research Project
3.5.2 The Action Research Processes
3.6 Ethical Considerations in This Research Project
3.6.1 Informed Consent
3.6.2 Anonymity and Confidentiality
3.7 Summary of Chapter 3
Chapter 4 Action Research Cycle One
4.1 A Brief Introduction to the Course
4.1.1 The Aims of the Course
4.1.2 The Textbook Used
4.1.3 The Business English Website Used in Class and outside Class ..
4.2 Action Research Stage One.- Planning
4.2.1 Identification of the Main Problems in Learning English
4.2.2 Planning the Research in Practical Teaching
4.3 Action Research Stage Two: Action
4.4 Action Research Stage Three.. Observation
4.4.1 Data Collection and Data Coding
4.4.2 Data Analysis and Findings
4.5 Action Research Stage Four: Reflections
4.6 Learning Problems at the End of Cycle One
4.7 Changes in Teaching Styles Next Cycle
4.8 Summary of Chapter 4
Chapter 5 Action Research Cycle Two
5.1 Teaching Materials and Learning Materials
5.1.1 Introducing the BBC Learning English Website
5.1.2 Description of the University "Blackboard" Academic Suite
5.2 Action Research Stage One: Planning
5.2.1 The Lesson Planning
5.2.2 Explanation for the Classroom Teaching Activities
5.3 Action Research Stage Two, Action
5.3.1 Reading, Listening and Speaking Interactive Activities
5.3.2 Giving Oral Presentations in Class
5.3.3 Guidance in Autonomous Learning
5.3.4 Guidance to Learning Strategies
5.4 Action Research Stage Three, Observation
5.4.1 Data Collection
5.4.2 Data Analysis and Findings
5.5 Action Research Stage Four,