Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English

Autor/in	Nicholes, Justin
Titel	Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English
Quelle	In: TESL-EJ, 20 (2016) 2, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Courseware; Teaching Methods; Quasiexperimental Design; Pretests Posttests; Scores; High Stakes Tests; Language Tests; Higher Education; Asians; Chinese; Native Language; Correlation; Gender Differences; Language Teachers; Foreign Countries; Statistical Analysis; Web Sites; Student Placement; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lernsoftware; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest; Hochschulbildung; Hochschulsystem; Hochschulwesen; Asian; Asiat; Asiatin; Asiaten; Asiate; China; Chinesen; Korrelation; Geschlechterkonflikt; Language teacher; Sprachunterricht; Ausland; Statistische Analyse; Web-Design; Schülerpraktikum
Abstract	This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners of English in a cross-border higher education program with a Midwestern U.S. state comprehensive university made up the participants. From the pretest/posttest repeated-measures design, quantitative results included (1) no practice-and-drill software group (RS, TMM, and MEM) significantly outperforming the reference software group (WOW) although statistically significant improvements appeared among subsections of the test and among test totals; (2) no significant correlation between number of hours spent using technology and posttest scores; and (3) statistically significant differences between female and male participants in all groups in the areas of pretest scores, posttest scores, and total number of hours using language-learning software over the study's 15-week period. These findings offer insight into supplementing language classroom instruction with language learning software in Mainland China, with implications for language teachers across Asia. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01