While English lags Mandarin and Spanish in terms of its use as a “native”
language its use as a second or foreign language far exceeds any other. In that sense it is truly the world language and is generally perceived and accepted as the language of international commerce. Its importance accordingly cannot be overstated and particularly in an open economy like Taiwan which is welcoming in its attitude and which depends on exports as its life blood.
Whether, with enhanced learning methods like Rosetta Stone, the use of other languages becomes more fashionable, it is hard to imagine any overtaking English as the preferred second language and diminishing its importance in the near future. A reality obtains, however. Taiwanese find it hard to learn English and the principal difficulty is in vocabulary learning.
Many researchers indicated that in second language learning the capacity to comprehend the written word and build vocabulary is paramount (Nation, 1990). English language skills are vocabulary dependent and building vocabulary is an essential element of the learning process. This study looks at the effectiveness of a computer-assisted language learning tool, in this case, LIVE ABC on vocabulary building by college students.
1.1 Research Background and Motivation
The desire to learn English is huge across the world and Taiwan’s continued participation in world trade may ultimately depend on our English language capability. This would be particularly so if our relationship with China is compromised.
The learning of English in Taiwan is accordingly a priority, a fact recognized by Taiwanese Government which, in recent years, has introduced initiatives to promote and indeed obligate its study. In order to lay a solid foundation for English language learning in early development the Ministry of Education, in 2006, prescribed that the Taiwanese Elementary School curriculum provides English courses from third grade onwards.
In August 2005 the Ministry of Education in Taiwan had similarly stressed to all universities the importance of English language proficiency and linked this to Taiwanese competitiveness internationally (Ministry of Education, 2004).
In addition, the Educational Administration Implementation Plan 2005-2008 required that by 2007 at least 29% of college students achieve intermediate level in the General English Proficiency Test (GEPT) (Ministry of Education, 2004). The Language Training and Test Center (ITTC) provides that GEPT test participants must possess 4,947 words in order to pass the intermediate English proficiency level (ITTC, 2013). However, an investigation by Yu and Huang (2006) showed that among 2,858 freshmen in three technological universities from 769 words to 1402 words were understood and frequently used. A Chinese language researcher (Sun, 2009) in a report to the Overseas Chinese Language and Culture Education Online (OCEO) organization proposed that multimedia teaching should be three-dimensional. Teaching in 3-D format applies
technology in a way that makes the learning process interactive and true to life.
Computer assisted learning generates initiative and contributes motivation to both the teacher and students. Teachers can save time in class and in preparing teaching materials. Students learn naturally and interactively. The most important element in learning any foreign language is to build a vocabulary. A good vocabulary leads to successful reading, oral and writing ability (Lam, 2000). College students in Taiwan often have weak vocabulary recall and, worse still, a lack of vocabulary to begin with. Learning difficulty and lack of motivation are usually caused by an inadequate vocabulary (Groot, 2000).
Another local researcher found that most Taiwanese college students possess a vocabulary of at least three to four thousand English words while at high school.
However, college students require at least 10,000 English words, sometimes called English for specific purpose (ESP), in order to understand the academic content of the average university course (Lin, 2008). Huang (2011) investigated the English vocabulary proficiency of Engineering college students in Taiwan and concluded that it was at 60% out of 3, 941of the required English vocabulary content of first and second year students.
1.2 Research Purpose
The main purpose of this research is to examine whether students in technology disciplines benefit most from traditional based language learning typically in a classroom/lecture environment or through a blend of the former with computer assisted instruction (CAI). It compares achievements related to which method is deployed.
In addition, the research seeks to investigate students’ attitude towards English learning where computer assisted learning software is used and, in particular, how they perceive it contributes to vocabulary enhancement. It also looks at how access to computer assisted language learning tools aids vocabulary acquisition and contributes to clarity of pronunciation among English language students.
1.3 Research Questions
This study aims to find answers to the following questions:
Question 1: How helpful is the use of traditional face-to-face (conventional) instruction in vocabulary learning?
Question 2: How efficient is the use of computer assisted instruction in vocabulary learning?
Question 3: For students of different genders, is there a significant difference between their pretest and posttest outcomes
depending on whether the method is conventional instruction or computer assisted learning?
Question 4: Is there a significant relationship between English learning effectiveness and vocabulary building?
Question 5: Is the computer assisted learning software user friendly?
What seems to be the most likely cause of dissatisfaction to students during the learning process?
1.4 Research Limitation
This study conducted an investigation into the effectiveness of integrating computer assisted learning into English teaching among a group of engineering students. The subjects involved were limited to a single university. The results may not be generally applicable to other universities in Taiwan. However, the results are symbolic since Chienkuo Technology is long established with a strong reputation in the training of engineers.
In addition the questionnaire may not have covered the most appropriate areas to assess satisfaction with a CAI program. Moreover all the college students had already acquired some English, developed their learning habits and may be set in their ways in the manner in which they go about learning a foreign language. If the subject group were absolutely new to language learning the purity of the research would have been more easily defended.
1.5 Contribution of the study
First the results may help English language teachers at college level. to design vocabulary tests specifically tailored to evaluating student vocabulary proficiency levels. Secondly, an analysis of the results of the questionnaire may point teachers in an appropriate direction when catering for the needs of engineering students. It will help them to determine what elements of the course should be reinforced and what should be downgraded. Thirdly, it also provides valuable information to the commercial producers of language learning materials on content, techniques and emphasis.
1.6 Definition of Terms
Conventional instruction: Students and the instructor are working together in the same space for learning activities. The instructor acts in the role of narrator to transmit knowledge to the students. Tools include blackboard, CD ROM, CD player, tape recorder, microphone, speakers or overhead projector.
Computer assisted instruction (CAI): It normally refers to computer based drill-and-practice, tutorial and simulation activities as supplements to the traditional teacher-centered environment.
English Learning Effectiveness: The English learning effectiveness in this study embraces “Vocabulary proficiency Measurement Test” pretest and posttest scores of language learners who took this curriculum. The relative effectiveness is measured by examining performance depending on what instruction method is used.
English Learning Attitude: Shore & Shore (1980-1981) stated that a good attitude of students towards the language learning curriculum will result in a good performance. Students will only master language when motivated.
Where language learners can be encouraged to have a positive learning attitude successful learning outcomes will result.