摘要
The research investigated the relationship between students' motivation, autonomy, self-concept and their performance in CALL listening, and the effectiveness of CALL (Computer Assisted Language Learning). A questionnaire was administered to more than 200 EFL students and their CALL course grades and those of previous traditional listening tests were collected for analysis. Findings show that CALL listening is effective in aiding language learning; students' motivation, autonomy, self-concept and their listening performance through CALL may have significant effects on one another; that degree of motivation, autonomy and self-concept influences the effects they have; and that, ideally, CALL listening may take the place of traditional classroom listening teaching.
研究旨在调查计算机辅助教学(CALL)中,学习者的学习动机、学习自主性及自我构念与机助听力有效性的关系。本研究采用问卷调查及听力成绩分析对200多位英语专业学生进行调查。研究结果显示:计算机辅助听力教学效果好;学习者的学习动机、学习自主性及自我构念也可能影响计算机辅助听力教学的效果,两者相互影响;不同程度的学习动机、学习自主性及自我构念的影响程度不同;而计算机辅助听力教学似乎能代替传统听力教学。
