Effects of an intelligent web-based English instruction system on students' academic performance.
This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication ( CSIEC), on students' academic attainment. The analysis of regular examination scores and vocab...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 6; pp. 556 - 569 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104151020&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104151020 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2013 vid: 29 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104151020 91734756 10.1111/jcal.12016 104151020 ppf: 556 ppct: 13 formats: tig: atl: Effects of an intelligent web-based English instruction system on students' academic performance. aug: au: Jia, J. Chen, Y. Ding, Z. Bai, Y. Yang, B. Li, M. Qi, J. affil: Department of Educational Technology, Graduate School of Education, Peking University sug: subj: Computer-Assisted Instruction World Wide Web English as a Second Language China Learning Methods Outcomes of Education Academic Achievement Human Funding Source Quasi-Experimental Studies Students, Middle School China Students, High School T-Tests Descriptive Statistics Pretest-Posttest Design ab: This research conducted quasi-experiments in four middle schools to evaluate the long-term effects of an intelligent web-based English instruction system, Computer Simulation in Educational Communication ( CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC, and in most cases, the positive impact is statistically significant. The reliability is ensured by the spectrum of the students from Grade 1 to Grade 3 in three junior high schools and from Grade 1 to Grade 2 in one senior high school, and of the teachers with or without blended learning experience, as well as by the various school locations from rural to urban areas in four provinces of China. The learning content-oriented design and the instant feedback feature of the web-based system, as well as its regular integration into the English class, contributed to its reliable positive effect on students' learning performance in ordinary examinations. This is the research's implication for instructional design. The conclusion of this paper could serve as a reference to the technical feasibility and pedagogical benefit of regular usage of appropriate Computer Assisted Learning system in the mainstream subject of middle schools. The multiple quasi-experiments in divergent school settings to ensure the results' reliability distinguish this research from previous ones that just implemented one single experiment in one school. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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