| Today, what concerns language teachers most is how to reform the teaching methodology to help our students achieve more fruitful learning effects. In this respect, the newly proposed computer-assisted project-based learning (PBL), which contextualizes learning by presenting learners with problems to solve or products to develop with the aid of computers, seems to demonstrate its great potential (Debski, 1997a, 199Th; Feldman, 1995; Means & Olson, 1995; Warschauer et at., 2000). It is suggested that implementing computer-assisted language learning (CALL) projects can help achieve combined strengths of the teaching approach of PBL and the advanced technology, thus can make the learning environment more vibrant and effects more satisfactory.This thesis first explores the theoretical foundations of both PBL and CALL environment, then it reviews researches on the implementation of PBL in CALL environment. To explore the effects of computer-assisted PBL in the EFL context in China, the thesis reports a pilot study which involved 20 non-English major students in a crosscultural computer-assisted collaborative writing project conducted in the fall semester of 1999 at Suzhou University. Combining both quantitative and qualitative methods, the writer researches the students?perceptions of the CALL project and its impact on their learning motivation, performance and roles. The study finally yields that the computerassisted writing project did have a positive effect on the students?EFL learning. To be more specific, it has?enhanced the students?learning motivation?improved the students?writing performance?facilitated cooperation and autonomous learningBased on the findings, the writer concludes that the computer-assisted PBL might potentially improve EFL learning context in China and thus its related issues are worth further researching. The thesis finally points out some limitations of this study and reveals some implications for effective application of computer-assisted PBL in the Chinese context.
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