Students' Perceptions of Their ICT-Based College English Course in China: A Case Study

Autor/inn/en	Zinan, Wen; Sai, George Teoh Boon
Titel	Students' Perceptions of Their ICT-Based College English Course in China: A Case Study
Quelle	In: Teaching English with Technology, 17 (2017) 3, S.53-76 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1642-1027
Schlagwörter	Student Attitudes; College English; College Second Language Programs; Likert Scales; Questionnaires; Factor Analysis; Technology Integration; Technology Uses in Education; Computer Assisted Instruction; Nonmajors; Interpersonal Relationship; Interaction; Student Motivation; Independent Study; Instructional Materials; Student Satisfaction; Usability; Foreign Countries; Case Studies; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Likert-Skala; Fragebogen; Faktorenanalyse; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer based training; Computerunterstützter Unterricht; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Schulische Motivation; Selbststudium; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Case study; Fallstudie; Case Study
Abstract	This study investigated foreign language students' perceptions about their Information and Communication Technology (ICT)-based College English Course (CEC) in China. The research used a five-point Likert-scale questionnaire based on Simsek (2008). A factor analysis confirmed the construct validity of the questionnaire and 6 factors were delineated. 200 non-English majors who responded mentioned that ICT was well integrated into the CEC. They reported that the ICT-based CEC gave them a good environment for independent learning and they were more motivated to learn English as they had more opportunities to communicate, interact and cooperate with other students in English using authentic language in a variety of contexts. They found learning was more effective compared to the traditional learning environment; it provided freer learning environment, less restricted communication, more time flexibility and more self-scheduled study plan ensuring learner-centeredness and learning autonomy. (As Provided).
Anmerkungen	IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01