This document summarizes a presentation on the effects of computer-assisted language learning (CALL) on enhancing reading comprehension for English as a foreign language (EFL) students. It discusses the background, purpose, and research questions of the study. The literature review covers the development of CALL and the role of learning motivation. The method section describes that the study involved 50 intermediate EFL students who took a reading course and were given pre-and post-tests and a questionnaire to measure the impact of CALL versus traditional instruction on reading comprehension and motivation.
1. Effects of Computer-Assisted
Language Learning on Enhancing
EFL Students' Reading
Comprehension
Presenter: Jane Luo
Advisor: Dr. Teresa Hsu
Date:104/06/15
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5. Background of the study
The lack of change and reform in the conventional
approaches to English language education was one of
the reasons for the lack of interest among Taiwan
students toward learning English. This is why the use
of technologies such as videos might increase Taiwan
students' motivation in learning English as a foreign
language.
(Pirasteh, 2014)5
6. Purpose of the study
To investigate whether it enhances EFL
students' motivation through computer-assisted
language learning (CALL)
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7. Research Questions
What is the influence of the computer-assisted
language learning (CALL) on EFL students' English
reading comprehension?
Does the computer-assisted language learning
(CALL) enhance EFL students’ learning motivation?
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9. Computer-assisted language learning
The development of CALL into three distinct phases:
Behaviourist CALL
Communicative CALL
Integrative CALL
(Marzban, 2011)
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10. 10
Behavioristic
CALL
Communicative
CALL
Integrative CALL
year 1960s- 1970s 1980s-1990s 1990s- present
View of
Language
Structural Cognitive Sociocognitive
English
Teaching
Paradigm
Grammar-
Translation &
Audio-lingual
Communicative
Language
Teaching
Content-based
Principal Use
of Computers
Drill & Practice
Communicative
Exercises
Authentic
Discourse
Principal
Objective
Accuracy Fluency Agency
11. Learning motivation
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Motivation was considered to play a critical role in
the process of learning to read and reading to
learning since the absence of students' willingness to
read makes any reading instruction far less effective.
(Hung, 2006)
15. English Learning Motivation Scale
• was revised from the Peng scale (2002)
• consist of 37 items
• 5-point Likert-type
• 20 mins
• five factors: liking, dedication, self-efficacy,
intrinsic motivation, and extrinsic motivation
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