The purpose of this study was to compare the achievement in English vocabulary learning of two groups, one using conventional teaching and the other using CAI instruction in the College of Engineering of Chienkuo Technology University. It was thought that the definitive conclusion, in line with the preponderance of research already conducted, that Computer Aided Instruction, in language learning and vocabulary building, produces more positive results when compared to the outcomes of traditional or conventional methods alone are used. This was not the outcome.
The study was undertaken against the backdrop of scathing criticism in the press of college students in Taiwan (Tsai, 2013) which likened students to
“Humanoid Tombstones”. In essence the article suggests that they sit or sleep through classes without reaction or movement. In language learning there is thus a challenge to liven up the environment so that the students become more active and receptive. The principal findings of this study were as follows:
Conventional instruction in vocabulary learning was effective with the majority of students (23 out of 35) achieving a pass (over 60 points). In essence 65% of participants passed the post-test, compared with a pretest pass rate of just 6%. Great progress was made with results from pretest to posttest up on average 20.91 points. Computer-assisted instruction in vocabulary learning was also effective with twenty-four participants (69%) achieving over 60 points.
Two participants (6%) from the CAI group achieved the highest results possible (80-89 points) whereas not one from the conventional group was in that range.
The CAI group also made a significant improvement between the pre and post-tests with average scores up by 19.57 points.
Overall participation in CAI group didn’t offer significant benefit to participate in the conventional group. This result suggested that good teaching without any high-cost technology also delivers results.
Some suggestions are made for further research. It would be interesting to relate diversity in results to the actual time CAI was used. In addition elements like use of randomized assignments in the two groups should also be checked to see if they contributed to performance.
The lack of a definitive conclusion probably relates to the fact that even in the conventional teaching given to the control group electronic devices in CD-ROM and other formats were also used. This certainly would have lessened the impact of not having CAI readily available. The research also suffers from the size of both the control and experimental groups which by normal standards was quite small and narrowly selected. One would, for example, expect that Engineering students would be committed to learning English to the extent that achieving results would be a sufficient goal to lead them to find creative ways of overcoming the disadvantage of not having access to CAI. It may be cynical to suggest it but it is very likely that many in the Control group did themselves find other ways to get CAI. The essence of an Engineering student is invention.
The application of Grey Relational Grade in the analysis of results certainly worked. That it could be used in such a minor survey is remarkable but its real merits would probably lie in analysis of data on a national or trans-national scale.
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Appendix A
英語字彙學習成就測驗試題
班級：______________ 姓名： ______________ 學號：______________
一、Multiple Choice:
1. I’m lucky to live in a good ______.
A. weight B. sense C. discovery D. neighborhood
2. Mr. Lin didn’t ______ the conference in Taipei.
A. arrive B. attend C. part D. sit in
3. I don't like to eat ____ because it's too sweet.
A. sandwich B. greet C. chocolate D. chili
4. The business of the store is very good because the ____ is kind.
A. guest B. clerk
C. businessman D. front desk
5. Please find the ______ for detail.
A. attachment B. rush
C. proud D. treasure
6. My _____ is to face the challenges.
A. exist B. personality C. crowd D. brush
7. Henry finally got a _____ job.
A. proud of B. get around C. spread out D. well-paid
8. Success is _____ on your efforts.
A. dependent B. response C. reply D. refer
9. My _____ is stamp collecting.
A. flashlight B. choose C. hobby
10. “Sorry, M. Lin is not in. May I take your ____.”
A. spend B. subject C. message D. address
11. Is the utility _____ in the rent?
A. included B. chose C. showed D. cashed
12. Don’t forget to keep in _____ with me.
A. chat B. charge C. watch D. touch
13. Tim didn’t like to have a ____ with his coworkers.
A. benefit B. gossip C. attention D. care
14. My complaint was _____.
A. spent B. blamed C. ignored D. demanded
15. John doesn’t have a ____ planning.
A. media B. career C. fan D. problem
16. I used to be ____ when I was little, but now I'm thin.
A. energetic B. chubby C. clever D. curious
17. Sue has a long ____ with her husband about their son’s problems at school.
A. freedom B. respect C. discussion D. bench
18. Kim offered his ____ when he heard the good news of his friend.
A. anticipation B. congratulations C. application D. indication
19. I waited for the train on the ____.
A. pliability B. practicability C. platform
20. Do not _____ into any conclusion without any discussion.
A. feel B. wear C. rush D. deliver
二、Cloze Test:
21. The rock singer changed o______________ during the concert.
22. Jim was p_______________ to manager.
23. All my students are not in the classroom, they’re on the p______________.
24. How was the movie? Did you e__________ it?
25. His son is very smart. He is really a g___________.
26. This restaurant has a very good r________________.
27. You are overweight; you’d better on a d__________.
28. Although May is retired, she is still very a___________ in the community.
29. Dr. Smith has a b__________________ in mathematics.
30. The famous r___________ is located at the seaside.
三. Listen and spell the words:
31. s_________
32. c__________
33. p__________
34. f __________
35. d _________
36. b _________
37. v _________
38. l __________
39. p __________
40. g __________
Appendix B
Questionnaire of Vocabulary Learning Satisfaction
Section One: Basic Information
Please complete questionnaire by ticking box as appropriate 1. Sex：□(1) Male □(2) Female
2. Do you have use of a computer at home?
□(1)Yes □(2) No □(3) I do not have a computer.
3. Can you access internet at home?
□(1)Yes □(2) No □(3) I do not have a computer.
4. Do you attend an English cram school? □(1)Yes □(2) No
Section Two: Student Assessment of the Use of English Language Learning Platform
（Note: Questions on both sides.）
No. Curriculum planning and materials content A1 The overall arrangements are satisfactory.
A2 The quality of the course content is satisfactory.
A3 The course content is moderately difficult.
A4 I am satisfied with the pronunciation learning process.
A5 I am satisfied with the sound recognition learning process.
A6 I am satisfied with the spelling learning process.
No. Teacher competence and communication skills B1 I think that teachers have adequate pronunciation skills B2 I think the teacher clearly explains the materials.
B3 I think the teacher runs the course effectively.
B4 I think the teacher is enthusiastic.
B5 I think the teacher pronounces clearly and the intonation is satisfactory.
B6 I think the teaching is vivid and exciting.
B7 I think the teacher pays attention to students’ responses.
B8 I think the teacher makes good use of feedback to motivate the students.
B9 I think the teacher corrects incorrect pronunciation timely and appropriately.
No. Teaching equipment including multimedia application
C2 I am satisfied with the operation of multimedia assistant teaching.
C3 I am satisfied with the multimedia learning activities provide towards vocabulary.
C4 I am satisfied with the quality of graphics or pictures in multimedia support materials.
C5 I am satisfied with the sound quality of multimedia support materials.
C6 I am satisfied with the Ear training practice process of multimedia support materials.
C7 I am satisfied with the Sound recognition practice process of multimedia support materials.
C8 I am satisfied with the Spelling practice process of multimedia support materials.
No. Reaction after participating in the program D1 Studying English vocabulary becomes more interesting and
rewarding.
D2 I can correct the original pronunciation defect.
D3 Confidence in my English ability is greatly increased.
D4 I can memorize words in a short time.
D5 My English reading ability is improved.
D6 My capacity to retain my English vocabulary is enhanced.
D7 My English vocabulary volume is increased.
D8 My English vocabulary manipulation ability is enhanced.
D9 I am no longer afraid of English self-learning D10 It increases my desire to learn English.
Appendix C
Grey Relational Grade Calculation Process
1. The Grey Relational Grade analysis process of conventional instruction in the aspect of “Curriculum planning and materials content” is displayed as follows:
Step 1: Original data already satisfies comparability Inspected sequences
0.0000 0.0290 0.7710 0.2000 0.0000 0.0000 0.0290 0.4860 0.4570 0.0290 0.0000 0.2000 0.6860 0.1140 0.0000 0.0000 0.1430 0.4860 0.3140 0.0570 0.0000 0.1430 0.3430 0.5140 0.0000 0.0000 0.3710 0.5710 0.0570 0.0000
Step 2: Using △oi(k)=|x0(k)-xi(k)| equation to calculate norm, the results are:
△0 1 = (1.0000 0.9710 0.2290 0.8000 1.0000 )
△0 2 = (1.0000 0.9710 0.5140 0.5430 0.9710 )
△0 3 = (1.0000 0.8000 0.3140 0.8860 1.0000 )
△0 4 = (1.0000 0.8570 0.5140 0.6860 0.9430 )
△0 5 = (1.0000 0.8570 0.6570 0.4860 1.0000 )
△0 6 = (1.0000 0.6290 0.4290 0.9430 1.0000 ) Step 3: Finding Max. and Min.
Max.:1.0000
Step 4: ζ = 0.5000 (Recognition Rate)
Step 5: Calculating GR coefficient: by using
r(xi(k)-xj(k))=(△min+ζ△max)/(△ij(k)+ζ△max) equation the results are:
r(x 0( 1) ,x 1( 1)) = 0.4860 r(x 0( 2) ,x 1( 2)) = 0.4956 r(x 0( 3) ,x 1( 3)) = 1.0000 r(x 0( 4) ,x 1( 4)) = 0.5608 r(x 0( 5) ,x 1( 5)) = 0.4860 r(x 0( 1) ,x 2( 1)) = 0.4860 r(x 0( 2) ,x 2( 2)) = 0.4956 r(x 0( 3) ,x 2( 3)) = 0.7189 r(x 0( 4) ,x 2( 4)) = 0.6989 r(x 0( 5) ,x 2( 5)) = 0.4956 r(x 0( 1) ,x 3( 1)) = 0.4860 r(x 0( 2) ,x 3( 2)) = 0.5608 r(x 0( 3) ,x 3( 3)) = 0.8956 r(x 0( 4) ,x 3( 4)) = 0.5260 r(x 0( 5) ,x 3( 5)) = 0.4860 r(x 0( 1) ,x 4( 1)) = 0.4860 r(x 0( 2) ,x 4( 2)) = 0.5372 r(x 0( 3) ,x 4( 3)) = 0.7189 r(x 0( 4) ,x 4( 4)) = 0.6147 r(x 0( 5) ,x 4( 5)) = 0.5052 r(x 0( 1) ,x 5( 1)) = 0.4860 r(x 0( 2) ,x 5( 2)) = 0.5372 r(x 0( 3) ,x 5( 3)) = 0.6301
r(x 0( 4) ,x 5( 4)) = 0.7394 r(x 0( 5) ,x 5( 5)) = 0.4860 r(x 0( 1) ,x 6( 1)) = 0.4860 r(x 0( 2) ,x 6( 2)) = 0.6457 r(x 0( 3) ,x 6( 3)) = 0.7847 r(x 0( 4) ,x 6( 4)) = 0.5052 r(x 0( 5) ,x 6( 5)) = 0.4860 Step 6: GR Grade: Equal Weighting
to get
r(x 0 ,x 1) = 0.6057 r(x 0 ,x 2) = 0.5790 r(x 0 ,x 3) = 0.5909 r(x 0 ,x 4) = 0.5724 r(x 0 ,x 5) = 0.5757 r(x 0 ,x 6) = 0.5815
Step 7: We obtained the Ordinal of GR.
x 1 > x 3 > x 6 > x 2 > x 5 > x 4
As a result, the weight ordinal rank of conventional teaching in Grey Relational Grade (GR) is:
x 1（The overall arrangements are satisfactory.）
> x 3（The course content is moderately difficult.）
> x 6（I am satisfied with the Spelling practice learning process.）
> x 2（The quality of the course content is satisfactory.）
> x 5（I am satisfied with the Sound recognition learning process.）
2. The Grey Relational Grade analysis process of CAI instruction in the aspect of “Curriculum planning and materials content” is displayed as follows:
Step 1: Original data already satisfies comparability Inspected sequences
0.0000 0.0000 0.5430 0.3710 0.0860 0.0000 0.0290 0.2570 0.6000 0.1140 0.0000 0.1140 0.6290 0.2290 0.0290 0.0000 0.0290 0.4290 0.4570 0.0860 0.0000 0.0290 0.3430 0.4570 0.1710 0.0000 0.0860 0.7710 0.1430 0.0000 Step 2: Using △oi(k)=|x0(k)-xi(k)| equation to calculate norm.
Step 3: Finding Max. and Min.
Max.：1.0000 Min.：0.2290 Step 4: ζ = 0.5000
Step 5: Calculating GR coefficient: by using
r(xi(k)-xj(k))=(△min+ζ△max)/(△ij(k)+ζ△max) equation.
Step 6: GR Grade：to get r(x 0 ,x 1) = 0.5790 r(x 0 ,x 2) = 0.5808 r(x 0 ,x 3) = 0.5836 r(x 0 ,x 4) = 0.5754 r(x 0 ,x 5) = 0.5718 r(x 0 ,x 6) = 0.6050
Step 7: Ordinal of GR
x 6> x 3 > x 2 > x 1 > x 4 > x 5
As a result, the ordinal rank of CAI instruction in Grey Relational Grade (GR) is:
x 6（I am satisfied with the Spelling practice learning process.）
> x 3（The course content is moderately difficult.）
> x 2（The quality of the course content is satisfactory.）
> x 1（The overall arrangements are satisfactory.）
> x 4（I am satisfied with the Ear training learning process.）
> x 5（I am satisfied with the Sound recognition learning process.）
3. The Grey Relational Grade analysis process of conventional teaching on the topic of Teacher Competence and Communication Skills is shown below:
Step 1: Original data already satisfies comparability Inspected sequences
0.0000 0.0290 0.2570 0.6860 0.0290 0.0000 0.0570 0.5140 0.4290 0.0000 0.0000 0.0000 0.6570 0.3430 0.0000 0.0000 0.0570 0.5430 0.4570 0.0000 0.0000 0.0290 0.3430 0.6000 0.0290 0.0000 0.1140 0.4860 0.4000 0.0000 0.0290 0.0860 0.6860 0.2000 0.0000 0.0000 0.1430 0.5140 0.3140 0.0290 0.0570 0.0570 0.6290 0.2570 0.0000
Step 3: Finding Max. and Min.
Max.：1.0000 Min.：0.3140 Step 4: ζ = 0.5000
Step 5: Calculating GR coefficient：y using
r(xi(k)-xj(k))=(△min+ζ△max)/(△ij(k)+ζ△max) equation.
Step 6: GR Grade : Equal Weighting to get
r(x 0 ,x 1) = 0.6609 r(x 0 ,x 2) = 0.6470 r(x 0 ,x 3) = 0.6594 r(x 0 ,x 4) = 0.6561 r(x 0 ,x 5) = 0.6515 r(x 0 ,x 6) = 0.6431 r(x 0 ,x 7) = 0.6596 r(x 0 ,x 8) = 0.6416 r(x 0 ,x 9) = 0.6521 Step 7: Ordinal of GR
x 1 > x 7 > x 3 > x 4 > x 9 > x 5 > x 2 > x 6 > x 8
As a result, the ordinal rank of traditional instruction in Grey Relational Grad (GR) is:
x 1（I think that teachers have adequate pronunciation skills）
> x 7（I think the teacher pays attention to students’ responses.）
> x 3（I think the teacher runs the course effectively.）
> x 4（I think the teacher is enthusiastic.）
> x 9（I think the teacher corrects incorrect pronunciation timely and
appropriately.）
> x 5（I think the teacher pronounces clearly and the intonation is satisfactory.）
> x 2（I think the teacher clearly explains the materials.）
> x 6（I think the teaching is vivid and exciting.）
> x 8（I think the teacher makes good use of feedback to motivate the students.）
4. Next, the Grey Relational Grade analysis process of CAI instruction in the aspect of Teacher Competence and Communication Skills is displayed as follows:
Step 1: Original data already satisfies comparability Inspected sequences
0.0000 0.0000 0.0860 0.5140 0.4000 0.0000 0.0000 0.1140 0.3140 0.5710 0.0000 0.0000 0.1140 0.6290 0.2570 0.0000 0.0000 0.2860 0.6290 0.0860 0.0000 0.0000 0.1140 0.7430 0.1430 0.0000 0.0000 0.4570 0.4290 0.1140 0.0000 0.1140 0.5430 0.3430 0.0000 0.0000 0.0570 0.4570 0.4860 0.0290 0.0000 0.0290 0.6860 0.2860 0.0000 Step 2: Using △oi(k)=|x0(k)-xi(k)| equation to calculate norm.
Step 3: Finding Max. and Min.
Max.:1.0000 Min.:0.2570 Step 4: ζ = 0.5000
Step 5: Calculating GR coefficient: by using
r(xi(k)-xj(k))=(△min+ζ△max)/(△ij(k)+ζ△max) equation.
Step 6: GR Grade: Equal Weighting to get
r(x 0 ,x 1) = 0.6001 r(x 0 ,x 2) = 0.6017 r(x 0 ,x 3) = 0.6067 r(x 0 ,x 4) = 0.6075 r(x 0 ,x 5) = 0.6227 r(x 0 ,x 6) = 0.5976 r(x 0 ,x 7) = 0.6002 r(x 0 ,x 8) = 0.6032 r(x 0 ,x 9) = 0.6155 Step 7: Ordinal of GR
x 5 > x 9 > x 4 > x 3 > x 8 > x 2 > x 7 > x 1 > x 6
As a result, the ordinal rank of CAI instruction in Grey Relational Grade (GR) is as below:
x 5（I think the teacher pronounces clearly and the intonation is satisfactory.）
> x 9 （I think the teacher corrects incorrect pronunciation timely and appropriately.）
> x 4（I think the teacher is enthusiastic.）
> x 3（I think the teacher runs the course effectively.）
> x 8（I think the teacher makes good use of feedback to motivate the students.）
> x 2（I think the teacher clearly explains the materials.）
> x 7（I think the teacher pays attention to students’ responses.）
> x 1（I think that teachers have adequate pronunciation skills）
> x 6（I think the teaching is vivid and exciting.）
5. The Grey Relational Grade analysis process in conventional teaching on the topic of Teaching Equipment Including Multimedia Application is shown below:
Step 1: Original data already satisfies comparability Inspected sequences
0.0000 0.0000 0.2570 0.7430 0.0000 0.0000 0.1140 0.2570 0.5140 0.1140 0.0000 0.0570 0.2860 0.5710 0.0860 0.0000 0.0860 0.2570 0.4570 0.2000 0.0000 0.0290 0.6290 0.3430 0.0000 0.0000 0.0860 0.8000 0.1140 0.0000 0.0000 0.1430 0.7430 0.1140 0.0000 0.0290 0.1140 0.7710 0.0860 0.0000 Step 2: Using △oi(k)=|x0(k)-xi(k)| equation to calculate norm.
Step 3: Finding Max. and Min.
Max.: 1.0000
Step 5: Calculating GR coefficient: by using
r(xi(k)-xj(k))=(△min+ζ△max)/(△ij(k)+ζ△max) equation.
Step 6: GR Grade: Equal Weighting to get
r(x 0 ,x 1) = 0.5776 r(x 0 ,x 2) = 0.5500 r(x 0 ,x 3) = 0.5554 r(x 0 ,x 4) = 0.5469 r(x 0 ,x 5) = 0.5636 r(x 0 ,x 6) = 0.5867 r(x 0 ,x 7) = 0.5758 r(x 0 ,x 8) = 0.5806 Step 7: Ordinal of GR：
x 6 > x 8 > x 1 > x 7 > x 4 > x 3 > x 2 > x 5 > x 2
As a result, the ordinal rank of conventional instruction in Grey Relational Grade (GR) is:
x 6（I am satisfied with the Ear training practice process of multimedia support materials.）
> x 8（I am satisfied with the Spelling practice process of multimedia support materials.）
> x 1（I am satisfied with the equipments in the classroom.）
> x 7（I am satisfied with the Sound recognition practice process of multimedia support materials）
> x 4（I am satisfied with the quality of graphics or pictures in multimedia support materials.）
> x 3（I am satisfied with the multimedia learning activities provide towards vocabulary.）
> x 2（I am satisfied with the operation of multimedia assistant teaching.）
> x 5（I am satisfied with the sound quality of multimedia support materials.）
6. Next, the Grey Relational Grade analysis process on CAI teaching on the topic of Teaching Equipment Including Multimedia Application is shown below:
Step 1: Original data already satisfies comparability Inspected sequences
0.0000 0.0000 0.1140 0.8000 0.0860 0.0000 0.0000 0.1140 0.6570 0.2290 0.0000 0.0000 0.3710 0.5430 0.0860 0.0000 0.0000 0.2290 0.4860 0.2860 0.0000 0.0290 0.5430 0.2290 0.0290 0.0000 0.1140 0.5140 0.3710 0.0000 0.0000 0.2860 0.6570 0.0570 0.0000 0.0000 0.2290 0.7430 0.0290 0.0000 Step 2: Using △oi(k)=|x0(k)-xi(k)| equation to calculate norm.
Step 3: Finding Max. and Min.
Max. : 1.0000 Min. : 0.2000 Step 4: ζ = 0.5000
Step 6: GR Grade: Equal Weighting to get
r(x 0 ,x 1) = 0.5867 r(x 0 ,x 2) = 0.5639 r(x 0 ,x 3) = 0.5560 r(x 0 ,x 4) = 0.5502 r(x 0 ,x 5) = 0.5401 r(x 0 ,x 6) = 0.5537 r(x 0 ,x 7) = 0.5651 r(x 0 ,x 8) = 0.5769 Step 7: Ordinal of GR：
x 1 > x 8 > x 7 > x 2 > x 3 > x 6 > x 4 > x 5 As a result, the ordinal rank of CAI instruction in Grey Relational Grade
x 1 > x 8 > x 7 > x 2 > x 3 > x 6 > x 4 > x 5 As a result, the ordinal rank of CAI instruction in Grey Relational Grade