Design of CALL program and its effectiveness study

本研究旨在探讨如何设计计算机辅助英语教学，以促进学生的词汇习得和阅读理解。CALL“阅读”程序模型首先是为大学英语作为外语的阅读课程所用的材料而制作的。关于计算机辅助教学对学生英语阅读理解的益处，有三个主要的发现。(1)CALL程序通过以多种模式（如图像和声音）显示补充信息，使文本理解更有效。(2)程序可以具有多层结构，使得各种信息可以根据重要性或概括性的级别以层次顺序放置。因此，学生可以更容易地整合和理解在结构化程序中显示的多条信息。(3)学生可以按照自己喜欢的顺序按照自己的节奏学习课程的任何部分。他们也可以重复相同的部分，如果他们想 ...更多信息 t.在本项目的最后一年，我们制作了一个高级阅读CALL程序。对使用者（学生）的数据分析表明，该程序对学生的扩展阅读活动产生了积极的影响，并使他们获得了产出性水平的词汇;对使用者的学习日志和问卷调查结果表明，他们在学习策略上存在着广泛的差异。优秀的CALL用户平衡地进入各个部分和层次，并花费足够的时间覆盖整个程序。延迟词汇测试和书面回忆测试的结果表明，与非计算机辅助语言学习组相比，计算机辅助语言学习组的学生能够更长时间地记住他们所学到的知识。这表明，正如认知心理学领域所描述的那样，计算机辅助教学课程促进了更深层次的理解。少

The purpose of this study was to investigate how CALL programs should be designed to promote students' vocabulary acquisition as well as reading comprehension. A model CALL "reading" program was first produces for materials to be used in university reading courses in English as a foreign language. There are three major findings regarding the benefits of CALL for students' English reading comprehension.(1) CALL programs make text comprehension more effective by displaying supplemental information in multiple modes, such as images and sound.(2) The programs can have a multiple-layer structure, so that various kinds of information can be placed in an hierarchical order according to levels of importance or generalization. Thus, the students can more easily integrate and comprehend multiple pieces of information displayed in the structured program.(3) The students can study any part of the program in their preferred order at their own pace. They can also repeat the same sections if they wan … More t. It means that the students can construct their own learning strategies while working on the CALL program.An advanced reading CALL program was produced in the last year of this project. The analysis of the data from the program users (students) showed that the program positively affected the students' extended reading activities and led them to acquire vocabulary at the productive level.The learning logs of CALL users and their questionnaire results showed there is a wide range of differences in their learning strategies. Good CALL users entered various sections and layers in balance and spent sufficient time to cover the whole program. It was also found that they could self-monitor how and what they had learned in the CALL lesson.The results of delayed vocabulary and written recall tests showed that the CALL-group students could retain what they had learned longer than the non-CALL group. It indicated that the CALL lesson promoted deeper comprehension, as described in the field of cognitive psychology. Less