Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English.

Autor/in	Nicholes, Justin
Titel	Measuring the Impact of Language-Learning Software on Test Performance of Chinese Learners of English.
Quelle	In: Teaching English as a second or foreign language, 20 (2016) 2, 20 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 4
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Quantitative Forschung; Fremdsprachenunterricht; Englischunterricht; Softwareanalyse; China
Abstract	This classroom quasi-experiment aimed to learn if and to what degree supplementing classroom instruction with Rosetta Stone (RS), Tell Me More (TMM), Memrise (MEM), or ESL WOW (WOW) impacted high-stakes English test performance in areas of university-level writing, reading, speaking, listening, and grammar. Seventy-eight (N = 78) Chinese learners of English in a cross-border higher education program with a Midwestern U.S. state comprehensive university made up the participants. From the pretest/posttest repeated-measures design, quantitative results included (1) no practice-and-drill software group (RS, TMM, and MEM) significantly outperforming the reference software group (WOW) although statistically significant improvements appeared among subsections of the test and among test totals; (2) no significant correlation between number of hours spent using technology and posttest scores; and (3) statistically significant differences between female and male participants in all groups in the areas of pretest scores, posttest scores, and total number of hours using language-learning software over the study's 15-week period. These findings offer insight into supplementing language classroom instruction with language learning software in Mainland China, with implications for language teachers across Asia. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2