Abstract
STUDIES on computer-assisted language instruction have shown that using technology can provide students with a sense of empowerment and help them develop effective learning strategies and communicative abilities. However, little research has been done on the effects of using technology in teaching Chinese as a foreign language. This paper explores the potential impact of a theory-driven Course Web Site (CWS) on students’ academic performance. The test of two-factor ANOVA and the test of the significance of difference between two independent proportions were applied in analyzing the data. The findings indicated that the mean examination score of the students exposed to the CWS was significantly higher,F(2, 130) = 2.65,p < .05, than that of those who were not. The use of the CWS interacted insignificantly with the instructor variations. The probability of success for the students exposed to the CWS increased significantly,t = 2.25, = .05, in terms of the proportion of students scoring B or above on the end-of-semester examination.
Similar content being viewed by others
References
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study.Language Learning & Technology, 5(1), 202–253.
Baker, L., & Brown, A.L. (1984). Matacognitive skills and reading. In P. D. Pearson (Ed.),Handbook of reading research (pp. 353–394). New York: Longman.
Barsalou, L.W. (1992).Cognitive psychology: An overview for cognitive scientists. Hillsdale, NJ: Lawrence Erlbaum Associates.
Bates, A.W. (2000).Managing technological change. Strategies for college and university leaders. San Francisco: Jossey-Bass.
Biehler, R.F. (1971).Psychology applied to teaching. Boston, MA: Houghton-Mifflin.
Biesenbach-Lucas, S., & Weasenforth, D. (2001). E-mail and word processing in the ESL classroom: How the medium affects the message.Language Learning & Technology, 5(1), 135–165.
Brown, A.L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.),Advances in instructional psychology (Vol. 1, pp. 77–165). Hillsdale, NJ: Lawrence Erlbaum Associates.
Brown, A.L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.),Theoretical issues in reading comprehension (pp. 453–481). Hillsdale, NJ: Erlbaum Associations.
Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. Richards, & R. Schmidt (Eds.),Language and communication (pp. 2–27). London: Longman.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguistics, 1, 1–47.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Coniam, D. (1995/1996). Computerized dictation for assessing listening proficiency.CALICO Journal, 13 (2&3), 73–85.
Decoo, W. (1994). In defense of drill and practice in CALL: A reevaluation of fundamental strategies.Computers and Education, 23(1/2), 151–158.
Dehoney, J., & Reeves, T.C. (1999). Instructional and social dimensions of class Web pages.Journal of Computing in Higher Education, 10(2), 19–41.
Ehrmann, S.C. (1995). Asking the right questions: What does research tell us about technology and higher learning?Change, 27(2), 20–27.
Ferguson, G.A., & Takane, Y. (1989).Statistical analysis in psychology and education (6th. ed.). New York: McGraw-Hill.
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry.American Psychologist, 34, 906–911.
Flavell, J.H. (1987). Metacognition. In F. E. Winert & R. H. Kluwe (Eds.),Metacognition, motivation and understanding (pp. 21–30). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Guillory, H.G. (1998). The effects of keyword captions to authentic French video on learner comprehension.CALICO Journal, 15(1–3), 89–108.
Hager, M., Rieper, A., Schmitt, E., & Shastri, M. (2001). Using the Internet in elementary college German.CALICO Journal, 18(3), 563–587.
Hall, C. (1998). Overcoming the grammar deficit: The role of information technology in teaching German grammar to undergraduates.Canadian Modern Language Review, 55(1), 41–60.
Heines, J.M. (2000). Evaluating the effect of a course web site on student performance.Journal of Computing in Higher Education, 12(1), 57–83.
Hogan-Brun, G., & Whittle, R. (1997). The potential of multi-media for foreign language learning: A critical evaluation.Computers and the Humanities, 31(5), 451–457.
Hyme, D. (1972). On communicative competence. In J. B. Pride, & J. Holmes (Eds.),Sociolinguistics (pp. 269–293). Harmondsworth, England: Penguin.
Kitajima, R., & Lyman-Hager, M.A. (1998). Theory-driven use of digital video in foreign language instruction.CALICO Journal, 16(1), 37–48.
Krashen, S. (1982).Principles and practice in second language acquisition. New York: Pergamon.
Li, X. (1996). Hypercharacters: A pilot study in computerized learning of Chinese characters.CALICO Journal, 14(1), 77–94.
Omaggio, A.C. (1986).Teaching language in context: Proficiency-oriented instruction. Boston: Heinle & Heinle.
Pool, P. (1996). Teaching via interactive television: An examination of teaching effectiveness and student satisfaction.Journal of Education for Business, 72, 78–81.
Savignon, S. (1983).Communicative competence: Theory and classroom practice. Reading, MA: Addison-Wesley.
Savignon, S. (1991). Communicative language teaching: The state of the art.TESOL Quarterly, 25, 261–277.
Simpson, M.W., & Bolduc-Simpson, S. (1984). Developing a computer-assisted reading instruction program.CALICO Journal, 2(1), 34–39.
Skinner, B. F. (1957).Verbal behavior. New York: Appleton-Century-Crofts.
Soo, K.S., & Ngeow, Y.H. (1998). Effective English as a second language (ESL) instruction with interactive multimedia: The MCALL project.Journal of Educational Multimedia and Hypermedia, 7(1), 71–89.
Tulving, E. (1983).Elements of episodic memory. New York: Oxford University Press.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Feng, M., Lu, X. & Liu, X. The effect of facilitating Chinese instruction with a theory-driven course web site. J. Comput. High. Educ. 16, 48–67 (2004). https://doi.org/10.1007/BF02960282
Issue Date:
DOI: https://doi.org/10.1007/BF02960282