《基于培养学习者自主性的多媒体教材评估研究》对《新时代交互英语》的互动性、选材、难度、词汇等方面评价较高，但是对其内容的繁冗，尤其是语法的讲解感到不满；对《大学体验英语》的互动性、版式设计和图像质量等方面比较满意，但是对其声音效果、选材、难度、词汇和语法讲解等方面评价较低。有关专家、学者及出版商应该做进一步调查，以便对这两套教材做适时的修订完善工作。
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 教师调查问卷
Appendix Three 学生调查问卷
Appendix Four Questionnaire
Appendix Five Factual details of materials to be evaluated
《基于培养学习者自主性的多媒体教材评估研究（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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