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.3 Procedure and data collection for post-test........34
Chapter Four Data Analysis and Discussion........35
4.1 Data analysis and results discussion before the experiment.........35
4.2 Data analysis and results discussion after the experiment......41
Chapter Five Findings and Implications.........46
5.1 Findings....46
5.2 Implications....47

Chapter Four Data Analysis and Discussion

The previous chapters theoretically analyzed how to use asynchronous teaching inEnglish classroom so as to promote autonomous learning ability of HVCS, and providespecific examples of teaching. However, the theory needs the support of experimental datawhich can be more convincing. This chapter provides the results and discussions of theresearch based on the data drawn from the answers of both the questionnaires and theinterviews of learner autonomy. In addition, the tests results of control class andexperimental class are offered to conduct a contrastive analysis so as to verify feasibility ofthe experiment. Concrete analysis is as follows: Through the questionnaire, the author found that the English autonomous learningin HVC is not optimistic. Most students lack learning motivation, learning subjectawareness, scientific and systematic learning strategies, self-monitoring ability forproblem and inadequate using autonomous learning environment. And there also existsdifferences in autonomous learning.
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Conclusion

The experimental results show that the asynchronous teaching can help students tounderstand and observe themselves, enhance self-confidence in English learning. This can notonly improve the students' English autonomous learning ability, but also improve the students’English learning achievements. The benefits are mainly are as follows:
1) Asynchronous teaching method follows the basic idea “people foremost”, which fullyreflects the balanced development of knowledge and skill, process and method, emotionattitude and values of three dimensions objects. It helps to eliminate the differences betweenteaching uniformity and students’ practical learning of the contradiction, and a true andeffective classroom instruction strategy to improve students’ quality for all students.
2) Asynchronous teaching can meet the students’ needs of individual development,embody the subject of study of the students, let the students who have adequate capacities getahead, and the poor students get the corresponding development. Comparison of theexperimental results in experimental class and control class indicates that the asynchronousteaching method can effectively improve the students’ autonomous learning ability andacademic performance so as to improve the teaching efficiency and teaching effect.
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Reference (omitted)

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