| This study investigated the effects of Web-based instruction (WBI) on the academic achievement and the learning attitudes, self-efficacy, and interest in WBI of Chinese students of English as a Foreign Language (EFL).; This study's sample consisted of 60 second-year undergraduate students from Tianjin Foreign Studies University (TFSU) School of English Studies (30 serving as the intervention group, and 30 serving as the non-intervention group). Students of the intervention group took twelve weeks of an online English reading and writing program. The non-intervention group took an equivalent course taught through traditional methods.; A quasi-experimental, nonequivalent control group quantitative design was used in processing the data from the third semester. Both groups were administered a pretest and posttest using a questionnaire concerning student attitudes toward learning, and Test of English as a Foreign Language (TOEFL), which contained three subscales: listening proficiency, grammar proficiency, and reading proficiency. Data were analyzed using analysis of covariance (ANCOVA). |
