CEC Theses and Dissertations

Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of Nova Southeastern University. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award

2009

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Philosophy in Computing Technology in Education (DCTE)

Department

Graduate School of Computer and Information Sciences

Advisor

Gertrude W Abramson

Committee Member

Marlyn K. Littman

Committee Member

Helen St. Aubin

Abstract

Taiwanese society perceives English as an important skill; most people expend significant efforts and resources to learn English. However, Taiwanese education focuses exclusively on traditional teaching in language courses, overlooking interactions and cultural concepts. Thus, students' ability to communicate orally in English remains relatively low. Existing literature indicates that Computer-Assisted Language Learning (CALL) can enrich language learning as computers provide many functions to enhance lectures in a meaningful and effective manner. In particular, CALL can incorporate speech recognition software to help develop oral language and practice pronunciation. Integrating CALL technology into traditional language courses may improve Taiwanese students' oral performance. The current study utilized learner-centered design and second language acquisition theories as guidelines to identify relevant software; the SECTIONS model and evaluation criteria were used to select the most suitable program for integration into a traditional course.

The experimental design was administered to two sophomore English classes whose students were not majoring in English at a private university in Taiwan over an eight-week period. Pre- and posttests were used to identify language achievement during the study while a questionnaire was administered to determine attitudes toward using the software. Changes in the Spoken English Test (SET) resulting from the treatment were found to have no statistically significant difference, but the experimental group demonstrated greater improvement on the sentence mastery section and vocabulary. The perceived usefulness and the subject norm had a significant and strong influence on the adoption and use of computer technologies in participants' English oral practice.

To access this thesis/dissertation you must have a valid nova.edu OR mynsu.nova.edu email address and create an account for NSUWorks.

  Contact Author

  Link to NovaCat

Share

COinS