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The Effect of Facilitating Chinese Instruction with a Theory-Driven Course Web Site
ARTICLE

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Journal of Computing in Higher Education Volume 16, Number 1, ISSN 1042-1726

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 less than 0.05, 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, = 0.05, in terms of the proportion of students scoring B or above on the end-of-semester examination.

Citation

Feng, M., Lu, X. & Liu, X. (2004). The Effect of Facilitating Chinese Instruction with a Theory-Driven Course Web Site. Journal of Computing in Higher Education, 16(1), 48-67. Retrieved October 17, 2019 from .

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