In this information age, we try to understand the attitude of native English learners when they adopt technology in Chinese language learning. This paper uses qualitative analysis to investigate the attitude of Chinese language learners before and after the use of computer-assisted language learning (CALL) software in Chinese vocabulary learning. Participants were divided into three groups: one control group (1B, N1=6) and two experimental groups (1A, N2=5 and 2A, N3=13). Questionnaires were handed out to participants before and after the experiment CALL course. This paper discusses the relationship of learning motivation and learning efficiency, vocabulary growth of learners using CALL, and participant satisfaction of using CALL as a supplement to traditional classroom teaching. The main findings are: The average satisfaction for Experimental Group 1A was 4.58 whereas the average satisfaction for Experimental Group 2A was 3.22 (full score 5); The average satisfaction for the experimental groups together (1A + 2A) was 3.60 (full score 5); the top three satisfaction categories are: The 1,033 Chinese vocabularies are appropriate for my present Chinese learning (4.06) > I can recognize and understand more Chinese characters and words (3.89) > I am getting familiar with the four tones of Hanyu (3.89); the bottom three satisfaction categories are: I am satisfied with the effectiveness of the CALL software (3.28) < I am satisfied with the art design of the interface (3.33) < I can understand and memorize more Chinese vocabularies from the simple English/Chinese translations; I think this method is fast and effective (3.39).
|出版狀態||已發佈 - 2013 一月 1|
|事件||21st International Conference on Computers in Education, ICCE 2013 - Bali, 印度尼西亚|
持續時間: 2013 十一月 18 → 2013 十一月 22
|其他||21st International Conference on Computers in Education, ICCE 2013|
|期間||2013/11/18 → 2013/11/22|
ASJC Scopus subject areas