|標題：Is newer better? The contribution of CALL in language classrooms: An evaluation of the effectiveness of the multi-language learning website of Tamkang university|
|作品名稱||Is newer better? The contribution of CALL in language classrooms: An evaluation of the effectiveness of the multi-language learning website of Tamkang university|
|摘要||This experiment was set out to explore the effectiveness of a particular E-Ieaming web-based multi-language program (www.multi.tku.edu.tw) developed by the College of Foreign Languages and Literatures of Tamkang University in Taiwan. This
program was designed to ensure that technology should serve teaching pedagogy and human learning mechanism rather than vice versa. Thus, it is different in several ways: first of all, it is based on cognitive theories that support a Working Memory Model (WMM) that regard memory as a result of a dynamic process of multiple inputs. The more varied inputs are, the better they can facilitate short-term encoding and long-time recall ( Bradeley & Hithch, 1974, Ellis, 2001); secondly , it draws inspiration from Multiple Intelligences Theory (MD , first proposed by Gardner (1983). Educators and teaching practitioners, who have stood by MI, assert that effective learning and human memory can be maximized by involving as many types of intelligences as possible. Finally, elements of Suggestopedia, developed by Lozanov (1978), were also incorporated in the design, such as the creation of an affirmative emotional learning environment, and embedded positive messages in the teaching materials. As a result, this program allows students to read interesting and meaningful stories that follow five main characters whose lives are related to them. Vivid visual input, relaxing music, interactive learning design, useful social and cultural tips are present as well in support of these stories and characters. Two groups of first year college students were recruited and divided into an experimental and a control group. The former group was taught without the computer, while latter with the website. Results of our post-test indicate that there is no significant difference between these two groups in terms of learning effect. Analyses of the motivation questionnaire also suggest that students' learning outcome is not dependent on which particular method. These findings may have resulted from the relatively easiness of the learning materials and no administration of a delayed test. Nonetheless, in the control group, it was found that familiarity to computer technology correlates significantly with learning outcome when gender is taken into consideration, i.e., male students who used computer extensively benefited the most from this website.