CALL新技术应用的接受行为研究——基于在线写作自动评价系统的案例

The Acceptance of CALL New Technology:A Case Study on Automated Writing Evaluation

CALL新技术能否成功应用于外语教学实践,很大程度上取决于外语学习者的接受行为。本文通过对191名使用在线写作自动评价系统的非英语专业学生进行问卷调查,利用因子分析及结构方程模型,探讨了外语学习者CALL新技术应用的接受行为构成要素及各构成要素间的关系。研究结果表明:(1)CALL新技术应用的接受行为构成要素包括:易用性、有用性、特异性和行为意向。其中,特异性是本研究中新增添的构成要素;(2)各构成要素间的关系为:特异性、易用性和有用性分别是外语学习者接受CALL新技术应用的行为意向的起始动因、中介因素和决定因素。上述结果对CALL的启示为:决策部门应注重对所用CALL新技术应用的甄别;厂商应注重学习者个性化需求的满足;而教育部门则应注重信息素养的培养。

Concerning foreign language teaching practice,the successful application of a certain CALL technology,to some extent,depends much on the acceptance of its users,i.e.,foreign language learners.In order to explore the factors of new technology acceptance for foreign language learners and the interrelations among those factors in the internet context,this study sought for exploratory factor analysis and structural equation modelling with a questionnaire to investigate nonEnglish majors(n=191)who used automated w riting evaluation(AWE)system.The results indicated that,1)four factors were obtained:perceived ease of use,perceived usefulness,perceived uniqueness as well as behavioral intention,among which,perceived uniqueness was a new ly constructed factor in this study;and 2)the interrelations among factors were:perceived uniqueness,perceived ease of use and perceived usefulness worked as the impetus,intermediate and determinant factor for behavioral intention,respectively.The aforementioned results provided some heuristics for CALL,namely,decision-makers should make effort to distinguish the functions of new CALL technologies;educational software producers should endeavor to satisfy learners' individualized needs;and educators should try to foster learners'information literacy.