The Study of the Computer-assisted English Learning

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					          The Study of the Computer-assisted English Learning




 How does the Computer-assisted enhance the students linguistic abilities.




                                    by


                              Lengya Chien

Department of Applied Foreign Languages, Chung-Shan Medical University




                                April,2008
Abstract:


In recent years, with the progress on technology, there are more and more schools


starting to apply the multimedia into English teaching. The multimedia such as video,


audio, even the distance learning, these kinds of way really helps our students to learn


English with more interesting way. Especially in computer-assisted language


learning , it is the main way in university courses. Does the computer-assisted


learning really make students enjoy in their learning process? How is the attitude of


the students who attend the class in the computer laboratory class? What will they


gain from the Web2.0 tools’ assisted tools? The subjects of the study were the first


grade of the Chungshan Medical University students. They will be encouraged using


those Web2.0 tools to comprehend their works and cooperate with other student.

Analysis of data can help us to see the influnce on students




             Key words: multimedia ,Computer-assisted ,Web2.0,Englis
Introduction:


1.1 [Setting of computer-assisted]

[Situation] In recent years, with the progress on technology, there have been more and


more schools starting to apply the multimedia into English teaching. The multimedia


such as video, audio, even the distance learning, these kinds of way really have


became major tool to help our students to learn English with more interesting way.


Especially in Computer-assisted learning, it has became the main way in university


courses. [Problem] Does the computer-assisted learning really make students enjoy in


their learning process?




There are four aspects that I am going to study. First, I will try to find out the learning


outcome of applying the computer-assisted method into the English learning. The


second aspect would focus on the relationship between the students’ background and


the learning efficiency. In the third aspect, I will have a compare between the


traditional way and the computer-assisted method to see the learning satiation.


[Solution] In this study outcome, it is believed that it can provide teachers as a


reference to know the performance of students in using the computer-assisted and


arrange a better way to combine the traditional and the newer teaching methods. The
forth aspect concerns that the gender effect in these method.




1.2 [Investigation need in Chungshan Medical Univesity ]

The subjects of the study were the first grade students. They will be classified into


two groups. One will be taught in traditional way without the computer-assisting. The


traditional teaching way would only use the blackboard and the teacher would be the


main host during the whole learning process. Students in these kinds of environment,


they are not encouraged to have their own opinions. All they have to do is keep in


silence and concentrate on listening to what teacher saying and taking notes. The


other one will be taught with computer-assisted method, such as online chatting,


group project, blog writing and peer editing through the internet application. They


encouraged using those Web2.0 tools to comprehend their works and cooperate with


other student. In the beginning, these two groups will asked to take a test being


designed to determine the English performance, and a questionnaire to know the


students English learning background.




1.3 [The purpose of the study]

I focus on utilizing the data to analyze that if there are any difference between the


computer-assisted and the traditional method and compare the different gender to see
their learning outcome. Does the students’ background or gender influence the


learning satisfaction? These are the main topics which I want to understand through


this paper researching.




Literature review:



2.1 The advantage of computer-assisted learning



Computer-assisted learning can help students practice their linguistic skills. For


example, some students can not have a very good pronunciation or reading due to the


lake of good environments. These kind of students can enhance their phonological


ability and get more chance to immerse in a foreign like environment. TORGESEN, T.


A. B. A. J. K. (1995) found that the phonological awarenessskills of those struggling


in their efforts to read can be improved by computer-assisted train. Computer provide


more chance for students to watch item for many times as they want (TORGESEN, T.


A. B. A. J. K. ,1995). Computer based learning practice also can enhance students’


performance on reading and memory. Tsou, et al. (2006) pointed that the students can


recall more content of the story ,generate much more complex sentences ,and better


language proficiency. A validation has been made to point out that the vocabulary
learning through computer-assisted with image can have great dynamic effects and


high complexity on students' reaction and participation (Chang, et al., 2005).



2.2 The disadvantage of computer-assisted learning



However, there are still some studies pointing out that the CALL don’t have much


more contribution in their technical skills. It is found that the lesson in the CALL


laboratory don't bring a lot to the students, because the students already had a very


good commend of computer workings. (Okan, Z,2008)




Tense in Citations

Past tense

Present tense

Present Perfect tense




Author prominent

Information prominent




References:


TORGESEN, T. A. B. A. J. K. (1995, February 19). An Evaluation of
      Computer-assisted Instruction in Phonological Awareness with Below
      Average Readers. Journal of Educational Computing Research
      Retrieved 1, 13


Tsou, W., Wang, W., & Tzeng, Y. (2006). Applying a multimedia storytelling
      website in foreign language learning. Computers and Education, 47(1),
      17-28.


Okan, Z. (2008). Computing laboratory classes as language learning
      environments. Learning Environments Research, 11(1), 31-48.


Chang, Y. M., Lin, C. Y., & Lee, Y. K. (2005). The preferences of young
      children for images used in dynamic graphical interfaces in
      computer-assisted English vocabulary learning. Displays, 26(4-5),
      147-152.