Factors Influencing Computer-assisted Language Learning in Taiwan:
A Case Study
Emmie Li
National Tsing Hua University
De Lin Institute of Technology
Review of Previous Research
• Learning Strategies• The frequency of use of language learning strategies
directly related to language performance (Oxford and Burry 1993).
• There is no single strategy pattern used by effective language learners.
• Most of the learners apply an array of strategies, matching those strategies to their own learning style and personality and to the demands of the task.
Review of Previous Research
• Motivation• Instrumental motivation: the desire to learn the L2 as a
tool for a career in the future; Integrative motivation: the interest in the L2 community (Gardner and Lambert 1972).
• Motivation in three levels: (1) global motivation; (2) task motivation; (3) situational motivations (Brown 1994).
Review of Previous Research
• Computer as a Tool in Language Learning
• The use of computers in language learning could help to individualize instruction and make it interactive, giving immediate, consistent and non-judgemental feedback (Relan, 1992).
• The achievement of learning language with a computer is directly related to individual computer literacy which includes individual cognition, psychomotor, and affection of computers (Anderson, Klassen, and Johnson 1982)
• What was the dominant factor that influences computer-assisted language learning?
• How does the motivation correlated with use of language learning strategies?
• How does the motivation correlated with attitude towards CALL?
Case Study
• Instrumental motivation (in relation to computer attitude) is a dominant factor.
• Learning strategies with positive attitude toward computer-assisted language learning program are also important in motivating L2 learning regularly.
Results and Discussion