Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.652663
Title: Chinese learners and computer assisted language learning : a study of learning styles, learner attitudes and the effectiveness of CALL in Chinese higher education
Author: Hu, Y.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2007
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Abstract:
This study focused on how learners’ learning styles and attitudes interact with the effectiveness of E-learning implementation in the field of foreign language learning. The research was set in the author’s home institution – a comprehensive university in mainland China, where the first- and second-year undergraduate students who were studying a compulsory English course were surveyed from 2003 to 2004. For this course, the college of Foreign Languages developed an online computer-assisted language learning (CALL) environment-NCE Online which was the basis of this investigation. The author’s former colleagues helped organise the distribution and collection of 4 questionnaires and 9 groups of student interviews over one academic year. A total of 5258 participants completed the first questionnaire in 2003 while the numbers of participants who completed the other questions varied from around 200 to 700. To understand data from the learners in more depth, the language teachers and NCE Online developers were also surveyed with a questionnaire and individual interviews. The results showed that the learners had very positive attitudes towards the use of computer technologies in their study, and that there was an evident tendency to expect an increasing proportion of CALL elements as the students progressed in their English study. What was equally clear was that there were still more students who preferred to have traditional classroom learning as their main learning mode. Meanwhile, their teachers’ attitudes and the University’s policies also played an important role in influencing learners’ attitudes and actual behaviour toward the CALL system. Reconsideration of both the ideals of foreign language teaching methodologies and E-learning pedagogies, which originated mainly in Europe and Northern America, needs to take place before the design of a CALL system for Chinese learners.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.652663  DOI: Not available
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