A Case Study: The Assessment of 1000 English Words CD-ROM to Elementary Students

• Main Authors: Meng-Yin Yu, 余孟縈
• Other Authors: Li-Chiu Lee
• Format: Others
• Language: en_US
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/t922s7

碩士 === 朝陽科技大學 === 應用外語研究所 === 96 === ABSTRACT The Ministry of Education has launched English as a Foreign Language (EFL) program in the elementary schools around Taiwan officially since 2001. Many educators are currently employing computer-assisted language learning (CALL) program to create an interactive learning environment for the youth ideally. Based on the teaching and learning theories of adaptive instruction, second language acquisition, and literacy theory, this study was aimed to explore the effects of the integration of CALL program named Total Attraction Basic 1000 Words for English of Junior High and Elementary School and The Basic 1000 Words for English of Junior High and Elementary School upon Taiwanese elementary school students’ knowledge-building pedagogy, and changes of learning attitudes and self-motivation enhancement in English learning. Two English teachers and three classes of fifth graders from one elementary school in Central Taiwan participated in this study. Meanwhile, ten English teachers who had more than two-year experiences of teaching English to children were invited to participate in this study. For the methodology of this courseware assessment, quasi-experimental, content analysis, and case study were employed in this study. The study used SPSS 12.0 software to explore and analyze the data at (p < .05) level. For the descriptive statistics, whether the students were satisfied with the courseware through several aspects in the present study, the expectations and opinions from the students for CD-ROM learning reached the highest scores at the average (M > 3). Based on the analysis of Pearson product-moment correlation, there was significantly positive correlation between the interface of the courseware as well as the expectations and opinions for the students for courseware learning (r = .550**, p = .000). Next, based on the analysis of t-test, there was no significant difference to memorize 1000 English words with useful methods between different groups (p > .05) and there was no significant difference in the several aspects for memorizing 1000 English words with difficulties between different groups (P > .05). According to the analysis of two-way ANOVA, there was no significant difference for memorizing 1000 English words with pictures, phonics and dictionaries when participants were in the different groups and with different pretest and post-test (p > .05). Last but not least, on the basis of the analysis of covariance (ANCOVA), through the average, Group One (M = 53.648), Group Two (M = 55.950) and Control Group (M = 55.991) presented the significant differences. It is suggested that it was not a suitable way to take the Group One as the software teaching design. In short, game courseware enables pupils to learn English urgently and enhances pupils to practice English a lot. The students had both positive and adverse impacts in using the CW, and also experienced less progress on the achievement tests; it depends on teaching needs that how teachers apply the courseware into their course design. Only using traditional and courseware teaching together can reach the ultimate. To conclude, it has produced eclectic results that the teachers have to take more into account in the future. Key Words: CALL, knowledge-building pedagogy, self-motivation, learning attitudes