Development of Multimedia CALL Materials in English for Science and Technology and their Effective Teaching

2006年，Yamauchi和Nakano根据我们2005年访问的公司的采访视频制作了五个多媒体CALL材料。它们包括两个单元关于加拿大本田的CALL材料，两个单元关于太阳微系统，一个单元关于马林国家公民中心。Oda通过名为QAWAII的CALL系统将这些材料通过互联网提供给学生，这样久来工业大学和九州共立大学的学生就可以使用这些材料进行学习。山内和中野还创造了纸质学习材料，可以与CALL材料一起使用，以提高学生对学习的理解和记忆。山内在她的课堂上使用了所有五种材料。她尝试了多种使用CALL和纸质材料的方法，并通过成绩测试来审查学生的学习情况，调查了这些材料的有效性。中野用了一个关于本田加拿大公司的单元研究。她设置了两个班：一个班学生先学习CALL材料，然后用纸质材料复习；另一个班先学习纸质材料，然后复习CALL材料。她比较了成绩测试的结果，看看两个班之间是否有什么不同。Yamauchi和Nakano都检查了学生对他们想要首先学习的材料类型（CALL或纸质材料）的偏好顺序。与学习顺序相关的学生成就测试结果没有明显差异。然而，大多数学生回答说，他们可以更好地理解材料，因为他们同时学习了CALL材料和纸质材料，并且对他们的学习非常满意。我们的研究结果将在2007年的两个英语教育学术会议上发表。

In 2006, Yamauchi and Nakano created five multimedia CALL materials out of the interview videos that we recorded at the companies we visited in 2005. They include two units of CALL material about Honda Canada, two units about Sun Microsystems, and one unit about Marin Country Civic Center. Oda made the materials accessible through the Internet with the CALL system called QAWAII, so that students at both Kurume Institute of Technology and Kyushu Kyoritsu University could study with them. Yamauchi and Nakano also created paper-based study materials which could be used with CALL materials in order to enhance students' understanding and retention of their study. Yamauchi used all the five materials in her classroom. She tried various ways of using both the CALL and paper-based materials, and investigated the effectiveness of the materials through the achievement tests that reviewed students' study. Nakano used one unit of study about Honda Canada. She set two classes: in one class students studied CALL materials first and then they reviewed the lessons with paper-based materials; the other class studied paper-based materials first and then reviewed with CALL materials. She compared the results of an achievement test to see if there were any differences between the two classes. Both Yamauchi and Nakano checked the students' preference regarding the order of the type of materials (CALL or paper-based materials) they would like to study first. There were no clear differences in the results of students' achievement tests related to the study order. However, a majority of students answered that they could understand materials much better as they studied both CALL materials and paper-based materials, and were very much satisfied with their study. The results of our study are to be presented at two academic conferences in English education in 2007.