0615
Transcript of 0615
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Effects of Computer-Assisted Language Learning on Enhancing
EFL Students' Reading Comprehension
Presenter: Jane Luo
Advisor: Dr. Teresa Hsu
Date:104/06/15
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Background of the study
The lack of change and reform in the conventional approaches to English language education was one of the reasons for the lack of interest among Taiwan students toward learning English. This is why the use of technologies such as videos might increase Taiwan students' motivation in learning English as a foreign language.
(Pirasteh, 2014)
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Purpose of the study
To investigate whether it enhances EFL students' motivation through computer-assisted language learning (CALL)
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Research Questions
What is the influence of the computer-assisted language learning (CALL) on EFL students' English reading comprehension?
Does the computer-assisted language learning (CALL) enhance EFL students’ learning motivation?
Computer-assisted language learning
The development of CALL into three distinct phases:
Behaviourist CALL
Communicative CALL
Integrative CALL
(Marzban, 2011)9
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Behavioristic CALL
Communicative CALL Integrative CALL
year 1960s- 1970s 1980s-1990s 1990s- present
View of Language Structural Cognitive Sociocognitive
English Teaching Paradigm
Grammar-Translation & Audio-lingual
Communicative Language Teaching
Content-based
Principal Use of Computers Drill & Practice Communicative
ExercisesAuthentic Discourse
Principal Objective Accuracy Fluency Agency
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Learning motivation
Motivation was considered to play a critical role in the process of learning to read and reading to learning since the absence of students' willingness to read makes any reading instruction far less effective.
(Hung, 2006)
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Participants
Second grade in senior high school
Major in English
One semester reading course
Medium
50 students
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Instruments
Intermediate GEPT Reading Comprehension Test
English Reading Achievement Tests
English Learning Motivation Scale
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English Learning Motivation Scale
• was revised from the Peng scale (2002)• consist of 37 items• 5-point Likert-type• 20 mins• five factors: liking, dedication, self-efficacy,
intrinsic motivation, and extrinsic motivation
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Procedure
Pre-test
Experimental group
CALL
Post-test
Questionnair
e
Control group
Tradition instruction