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Information Input Overload In CALL And Corresponding Learning Strategies

Posted on:2006-12-06Degree:MasterType:Thesis
Country:ChinaCandidate:B W LiFull Text:PDF
GTID:2155360152982306Subject:Foreign Linguistics and Applied Linguistics
Abstract/Summary:PDF Full Text Request
CALL(Computer assisted language learning) is popularly applied in college LFL(English as a Foreign Language) classroom around China. Network-based Language Learning(NBLL). as an extension of CALL, is also an option for in-class or after-class EFL learning. Information overload is a common problem in CALL. The purpose of this study is to do the research on college students' attitudes towards CALL and information overload, and investigate into the learning strategies preferences in CALL environment. At the same time the correlations between those variables will be studied.This survey study is a combination of both quantitative and qualitative analysis of questionnaire, interview and diary. The quantitative analysis of the questionnaires included the following steps: descriptive statistics and frequency, one-way ANOVA. correlation analysis and multiple regression analysis.The conclusions can be thus drawn: 1) College students hold positive attitudes towards CALL environment. In CALL environment, students prefer metacognitive strategy and autonomous learning on computer to socio-affective learning strategy. 2) Information overload is a universal phenomenon in CALL environment, but information anxiety is not universal. Successful learners are less influenced by information overload than low achievers are. 3) Metacognitive learning strategy and socio-affective learning strategy can distinguish high achievers and low achievers, while autonomous learning on computer can not. Metacognitive learning strategy enjoys more predicting power for successful language learning. 4) Students don't attach adequate importance to socio-affective learning strategy. 5) Without free access to computer and internet, college students usually do not carry out autonomous study on computer or internet.The above results imply that metacognitive learning strategy should continually be emphasized and the neglected socio-affective learning strategy should be greatly encouraged due to the interactive nature of the CALL environment. In addition, learnersshould be equipped with the computer skills to carry out self-directed language learning on Internet.
Keywords/Search Tags:CALL, Information overload, Language learning strategy, autonomous learning
PDF Full Text Request
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