Design of CALL program and its effectiveness study

本研究的目的是探讨如何设计计算机辅助教学程序来促进学生的词汇习得和阅读理解。一项名为“阅读”的示范项目最初是为将英语作为外语的大学阅读课程所使用的材料而制作的。关于CALL对学生英语阅读理解的好处有三个主要发现：(1)CALL程序通过以多种方式显示补充信息，如图像和声音，使文本理解更加有效。(2)CALL程序可以具有多层结构，从而可以根据重要性或概括性程度将各种信息按层次顺序排列。因此，学生可以更容易地整合和理解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程序的任何部分。如果他们想要…，还可以重复相同的部分这意味着学生可以在学习CALL项目的同时构建自己的学习策略。这个项目的最后一年制作了一个高级阅读CALL项目。对程序用户(学生)的数据分析表明，程序对学生的扩展阅读活动产生了积极的影响，并引导他们在产出水平上习得词汇；CALL用户的学习日志和他们的调查问卷结果显示，他们的学习策略存在广泛的差异。Good Call用户均衡地进入了各个板块和层次，花了足够的时间覆盖整个节目。延迟词汇测试和书面回忆测试的结果表明，呼叫组的学生比非呼叫组的学生能更长时间地记住他们所学的知识。这表明，CALL课程促进了更深层次的理解，正如认知心理学领域所描述的那样。较少

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