Factors Influencing Computer-assisted Language Learning in Taiwan:

A Case Study

Emmie Li

National Tsing Hua University

De Lin Institute of Technology

Yflee@sitc.edu.tw

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