English for Specific Programs (ESP), With and Without Computer-Assisted Language Learning (CALL), for Taiwanese College Students

Author

Chia-Hui Lin, Lynn University

Date of Award

2007

Document Type

Dissertation

Granting Institution

Lynn University

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Global Leadership - with a specialization in Educational Leadership

Department

College of Education

First Advisor

Cynthia Andreas

Second Advisor

Gila Aloni

Third Advisor

Cheryl Serrano

Abstract

Computer-assisted Language Learning (CALL) has become a trend for languages learners studying in schools and home. CALL enables English language learners to learn in flexible time and places, to study using the technology in the digital environment.

English for Specific Purposes (ESP) learners, some ESP learners in Taiwan need to study particular English areas, so CALL can assist in improving ability. However, when ESP learners learn, CALL effectiveness can become a problem. The topic area was to explore the effectiveness of CALL approaches for different types of ESP programs, with applications in Taiwan in order to understand the effectiveness of CALL programs. In addition, other factors, such as learners' characteristics, socio-cultural and national individuality of primary language, instructor characteristics, instructional design uniqueness and environment for learning were also explored.

This research study used a quantitative, causal-comparative (exploratory) and correlational (explanatory) design. The correlational design tested hypotheses about the explanatory relationship among background demographic characteristics, attitudinal characteristics, instructional learning environment, and ESP course satisfaction for Taiwanese college students participating in ESP programs with CALL, and ESP programs without CALL. Three surveys of attitude/motivation test battery (AMTB), constructivist learning environment survey (CLES), course interaction, structure, and support (CISS) were used in the research. The accessible population was 236 participants, resulting in a response rate of 92.37%. The participants were college students in two colleges in Taiwan.

According to this study, students' relationship of student background demographic characteristics, attitudinal characteristics, instructional learning environment, and student satisfaction in the ESP with and without CALL had significant difference. The study provided evidence that Taiwanese students still prefer learning English without CALL programs and a recommendation for future study.

Recommended Citation

Lin, C. (2007). English for Specific Programs (ESP), With and Without Computer-Assisted Language Learning (CALL), for Taiwanese College Students [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/219