A Study Of College Students' Web-based Computer-Assisted Language Learning

The recent economic development in China has brought forth an increasing demand for talents who can use English for some real communication. However, after more than ten years of study, a lot of college or university students under the current training system do not have the required English competence. The unsatisfactory learning outcomes seem to result from two main reasons. One is that the still prevalent cramming grammar-translation teaching methodology has seriously limited the improvement of students' English listening ability and fluency. The other is that the discouraging evaluation system — exemplified by the current national entrance English test and College English Tests (CET Band 4 and 6), both of which rely mainly on written examination with emphasis on grammar and accuracy of structure, has restricted the cultivation of students' English communicative capability. These two practices lead students to believe that English is only a compulsory course, which greatly hinders their intrinsic motivation and initiative to learn English.To cope with the situation, in recent years, English language teachers in China have shown great enthusiasm in English Language Teaching (ELT) reforms and have experimented with the communicative approach. For example, new textbooks have been adopted and more meaningful learning tasks have been carried out in the language classrooms. Meanwhile, modern technologies have been introduced into the classroom, such as slideshow and video, for the purpose of enhancing the learning motivation and outcomes. With the widespread use of computers in all walks of life, many teachers have even started to apply computers in their English language teaching. The results of such initial experiments have brought about much interest in studying the effects of Computer-Assisted Language Learning (CALL) on students' languagedevelopment. Research abroad has been done on CALL in behavioristic CALL, communicative CALL and integrative CALL. Although in China CALL research is still at a preliminary stage, some teachers and researchers have already made some attempts in this field.The advent of the Internet, particularly the World Wide Web, with which language learners can gain access to an unprecedented amount of authentic target language information, has brought about radical changes in the field of CALL. Based on a new framework of language learning, this thesis discusses the use of the World Wide Web in learning English as a Second or Foreign Language (ESL/EFL). Viewing second or foreign language learning as Legitimate Peripheral Participation (LPP), this framework provides a better structure within which the use of network-based computer technology can be discussed. The model of new concepts of CALL proposed within the context of the Internet, particularly the Web, is a result of viewing second language acquisition as socio-cultural situated learning. A prototype Web-based CALL project is discussed to illustrate this model. The project, especially the one conceptualized as E-Language Learning Communities, exemplifies the instructional design principles of Web-based CALL.