Developing and Integrating Constructive CALL Courseware for EAP in Chinese Universities: A Report on a Case Study

Autor/inn/en	Wang, Na; Chen, Juanwen; Zhang, Jingyuan
Titel	Developing and Integrating Constructive CALL Courseware for EAP in Chinese Universities: A Report on a Case Study
Quelle	In: Computer Assisted Language Learning, 35 (2022) 9, S.2761-2789 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Na) ORCID (Chen, Juanwen) ORCID (Zhang, Jingyuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1895226
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Courseware; Computer Assisted Instruction; Teaching Methods; Multimedia Materials; Computer Software; Skill Development; Blended Learning; Case Studies; Undergraduate Students; Universities; Constructivism (Learning); Foreign Countries; Task Analysis; Material Development; Language Skills; Student Attitudes; Outcomes of Education; China (Beijing) + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Lernsoftware; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; University; Universität; Ausland; Aufgabenanalyse; Lehrmaterialentwicklung; Language skill; Sprachkompetenz; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	This paper reports on the development of constructive EAP CALL courseware, and its integration into blended learning contexts, as a solution to the problems in EAP courses in Chinese universities. A case study of a defining skills package, developed for undergraduates at the University of Science and Technology Beijing (USTB), is used to illustrate the design and integration of the courseware. Guided by constructivist learning theory, the design draws on a synthesis of language-centered, academic skills-centered, content-based and task-based approaches. The integration is evaluated through the quality of students' written work and evidence of their satisfaction with their defining skills improvement and the CALL courseware, based upon the data from a questionnaire survey. Web-based digital tools and multimodal media have been exploited to devise and produce CALL materials on defining skills. After three weeks of blended learning, students' learning outcomes and satisfaction with the courseware and its integration were significantly positive. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01