Integration of computers into an EFL reading classroom
Integration of computers into an EFL reading classroom
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将计算机融入 EFL 阅读课堂
DOI：
10.1017/s0958344006000528
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发表时间：
2006
期刊：
影响因子：
4.5
通讯作者：
H. Shen
中科院分区：
文献类型：
--
作者：
Kang;H. Shen
本研究考察了计算机辅助语言学习（CALL）对韩国技术与继续教育（TAFE）大学生在英语作为外语（EFL）阅读课堂上对学习环境的感知和阅读表现的影响。该研究通过测量学生的阅读表现，比较了一个学期的CALL和传统阅读课。74名一年级英语专业的学生被平均分为两个班。两组学生由同一位老师授课，每周两小时的阅读课内容相同。在学期开始和学期结束时进行阅读理解测试，以衡量学生的表现。学期结束时还会进行书面调查。课堂观察和与学生的小组访谈补充了从调查中获得的数据。性能检验采用协方差分析（ANCOVA）来探讨两类之间的差异，同时对前检验（协变量）进行统计控制。问卷分析采用主成分因子分析、重复测量方差分析和判别分析，学生访谈采用内容分析。学生在前测和后测中的表现在两个班之间没有显著差异。然而，在以call为基础的英语课堂上，学生对学习环境的看法比传统英语课堂上的学生更积极。本研究显示，电脑技术对学生对学习环境的认知有正面影响，特别是在学习材料和学习任务方面，以及在与导师和其他学生的互动和合作方面。
This study examined the impact of Computer Assisted Language Learning (CALL) on Korean TAFE (Technical and Further Education) college students in an English as a Foreign Language (EFL) reading classroom in terms of their perceptions of learning environment and their reading performance. The study compared CALL and traditional reading classes over one semester by measuring students’ reading performance. A group of 74 first year English major students were divided evenly into two classes. Both groups were taught by the same teacher and covered the same topics in their weekly two-hour reading lessons. A reading comprehension test was given at the beginning and the end of the semester to measure the students’ performance. A written survey was also administered at the end of the semester. Classroom observations and group interviews with students supplemented the data obtained from the surveys. Analysis of Covariance (ANCOVA) was used for the performance test to explore the differences between the two classes while statistically controlling for the pre-test (covariate). The questionnaires were analyzed by a principle component factor analysis, a repeated-measure ANOVA and a discriminant analysis whereas the interviews with students were analyzed by a content analysis. Students’ performances in the pre-test and the post-test were not significantly different between the two classes. However, the students in the CALL-based English class were more positive in their perceptions of their learning environment than were those in the traditional English class. This study shows that computer technology had a positive impact on students’ perceptions of their learning environment, especially in relation to learning materials and tasks, and with regard to interaction and collaboration with the tutor and other students.
语言学习策略
DOI：
--
发表时间：
1990
期刊：
影响因子：
--
作者：
Oxford;R.
通讯作者：
R.