Effects Of CALL Tasks On Vocational College English Learners

It's been a big challenge in the English teaching reform as to how to effectively cultivate English comprehensive abilities of vocational college students. As one of the emerging new ways of teaching, technology-supported task-based learning approach is receiving increasing attention. But few data-based studies have been found on this topic in literature. This paper investigates the effects of CALL tasks on vocational college English learners. By studying the development of learners' English comprehensive abilities, learners' perception of their learning experience, facilitating and prohibiting factors, the researcher aims to gain a better understanding of the relationship of this kind of CALL task-based learning and the learners' comprehensive English abilities development, so that we can be more effective in designing and implementing CALL tasks in the future to help with English teaching and learning.The research participants of this study are twenty second-year vocational college students majoring in Electronics and English. Following the one-semester implementation of the CALL task-based learning activities in a Comprehensive English course, the study explores the development of these learners' English comprehensive abilities in terms of language knowledge, practical language skills, intercultural communication competence and learning strategies.In the study, an interpretative qualitative research method is employed. The qualitative data is obtained mainly from the writer's participant observation, a post-course interview, and the participants' end-of-course reflections. The major findings can be summarized as follows:Firstly, CALL tasks are supportive for vocational English learners. They served well in developing learners' English comprehensive abilities, in particular their vocabulary and intercultural communicative awareness and knowledge, practical language skills and their autonomous learning and cooperative learning strategies.Secondly, the study indicates that the learners perceive the CALL tasks as tools to help with learning by exploring and self-realization.Thirdly, the results also reveal three major influencing factors. As to human factors, teacher is necessary in facilitating learners' learning experience and development of comprehensive English abilities; open and active learners are likely to get more improvements but a negative motive will inhibit their development. Technology is an inhibiting factor regarding computer access and learners' computer skills. Another factor is the well-designed tasks which also facilitate students' autonomous learning and development.In light of the above findings, this paper suggests that CALL tasks have potential in improving learners' English comprehensive abilities. Meanwhile, the study implies that to promote learners' English comprehensive abilities, much attention should be paid to the amount and quality of the input with a purpose to transfer the comprehensive input into effective output. So special concern should be put on the design and implementation of tasks.