The Effect of Computer-Assisted Whole Language Instruction on
Taiwanese University Students’ English Learning
Pei-ling Wang
National Kaohsiung University of Applied Sciences 415 Chien-Kung Road, Kaohsiung, Taiwan
Tel: 886-7-3814526-3276 E-mail: peiling@cc.kuas.edu.tw
Received: March 2, 2011 Accepted: May 23, 2011 Published: December 1, 2011 doi:10.5539/elt.v4n4p10 URL: http://dx.doi.org/10.5539/elt.v4n4p10
Abstract
The purposes of this study are: (1) to investigate students’ perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students’ reading improvement; and (3) to determine the difference between basic-level and advanced-level students’ improvement in reading skills. A total of 212 freshmen (98 low level and 114 high level students) were quasi-randomly selected as the participants of the survey study. Instruments included a questionnaire and the English Entrance Examination. The results of the study indicate most students evaluated the instruction positively. While the significant difference in the gain scores of the t-test reveals that integrated instruction is effective in improving students’ reading ability (p=0.00), basic-level students had much greater improvement than advanced-level level students, whose scores even showed slight regression.
Keywords: Computer-assisted, Whole language instruction, Reading improvement, Basic-level, Advanced-level 1. Introduction
According to a study investigating changes in Tunghai University students’ English language ability from 1998 to 2005 (Chen, 2005), there has been a decline in English grammar and reading ability. Although students’ overall listening ability improved in the seven year study, their intermediate listening skills fell again after 2003. From the perspective of inferential statistics, this case study’s findings cannot be applied to all university students in Taiwan; however, they do suggest that Taiwanese university students’ English ability is getting worse.
Among the many studies exploring the reasons for Taiwanese university students’ poor English ability, some researchers (e.g. Liou, 2008) claimed that students spent too little time reading, they lacked opportunities for using English outside class, and their linguistic knowledge (phonemic rules, syntactic rules, and vocabulary) was limited. Traditionally, Taiwanese university teachers adopt a discrete-skills approach in their teaching. They offer courses such as Freshman Reading, and Sophomore Listening and Speaking. Many teachers believe that students need to have adequate linguistic knowledge and knowledge of text structures before they acquire listening and speaking competence. Therefore, they often emphasize analyzing the roots of words and memorizing vocabulary items instead of learning for authentic communication.
Reports of the Educational Testing Service (2007) revealed that Taiwanese university students’ English language skills in terms of reading, writing, speaking and listening are all disappointing. Obviously, teachers need to consider other methodologies such as the whole language approach in their teaching.
Proponents of the whole language approach (e.g. Doake, 1994; Dudley-Marling, 1995; Freeman & Freeman, 1994; Newman & Church, 1990) stress that human language learning starts from the whole (e.g. reading comprehension) to the parts (e.g. grammar, spelling, vocabulary, and pronunciation). They also advocate that the four skills (reading, writing, speaking and listening) are interrelated. In their opinion, teachers need to provide natural reading, writing, speaking and listening situations where students can practice discrete language components. Moreover, this approach encourages students to cooperate with others, to create, and to take risks during task-based instruction. Although the whole language approach has been very popular in western countries such as New Zealand and Canada, Taiwanese teachers need to know how to actually implement integrated-skill instruction in a large class (50 or more students) within limited class time. Fortunately, with the aid of multimedia, it is possible with computer-assisted instruction to put the theory of the whole language approach into practice in the classroom. A
Acknowledgements
Part of this paper was presented in The 26th International Conference on English Teaching and Learning in the R.O.C., Taiwan, May 16-17, 2009. The author would like to express her sincere gratitude to the audience and other presenters whose suggestions and encouragement enabled her to complete this paper.
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Table 1. Subjects’ background information
Class College Level Gender Total
Male Female 1 Humanities advanced 5 (8.5%) 54 (91.5%) 59 (100%) 2 Management advanced 8 (14.5%) 47 (85.5%) 55 (100%) 3 Engineering basic 48 (98%) 1 (2%) 49 (100%) 4 Engineering basic 40 (81.6%) 9 (18.4%) 49 (100%) Total 101 (47.6%) 111(52.4%) 212 (100%)
Table 2. Students’ Perceptions of the Integrated Instruction (N=212)
Description SA A DA SD
N (%) N (%) N (%) N (%) 1. I like computer-assisted four-skill English
instruction.
36(17) 158(74.5) 18 (8.5) 0 2. It makes me become interested in learning
English.
35(16.5) 138(65.1) 38(17.9) 0 3. It makes me become willing to study English. 125(59) 43 (20.3) 17(8) 27(12.7
) 4. Teacher’s lecture is helpful. 36 (17) 116(54.7) 56(26.4) 3(1.4) 5. I like teacher plays the role of the consultant in
the classroom.
56 (26.4) 142(67) 14(6.6) 0 6. Group-discussion activities in the classroom are
interesting.
36(17) 126 (59.4)
43(20.3) 7 (3.3) 7. I prefer finishing assignments by my own. 13(6.1) 69(32.5) 110(51.9) 20(9.4) 8. I prefer finishing assignments with classmates. 47(22.2) 139(65.6) 23(10.8) 3(1.4) 9. I like discussing English with classmates on the
internet.
16(7.5) 68(32.1) 107(50.5) 21(9.9) 10. I like doing the exercises on the websites and
CD-ROM.
24(11.3) 116(54.7) 65(30.7) 7(3.3) 11. I like surfing and reading English articles on
the internet.
19(9) 92(43.4) 88(41.5) 13(6.1) 12. I like learning English by reading English
readers.
35(16.5) 122(57.5) 50(23.6) 4(1.9) 13. I like learning English by watching English
movies.
73(34.4) 119(56.1) 18(8.5) 2.(0.9) 14. Teaching materials are appropriate for
my English ability.
20(9.4) 110(51.9) 75(35.4) 7(3.3) 15. Teaching materials fit in with my needs. 20(9.4) 148(69.8) 37(17.5) 7(3.3) 16. The materials on the websites are helpful. 33(15.6) 142(67) 30(14.2) 7(3.3) 17. The CD-ROM of OFF WE GO is useful. 36(17) 126(59.4) 36(17) 14(6.6) SA= Strongly Agree A= Agree DA=Disagree SD= Strongly Disagree
Table 3. Students’ favorite classroom activities (N=212)
Activities Mean First
favorite Second favorite Third favorite Rank N (%) N (%) N (%) Watching DVD films 2.52 132(62.3%) 19(9.0%) 19(9.0%) 1
Christmas celebration event 1.29 15(7.1%) 79(37.3%) 29(13.7%) 2 Watching the video of textbook 0.78 10(4.7%) 33(15.6 %) 45(21.2 %) 3 Group presentation of the story
book
0.63 10(4.7 %) 20(9.4 %) 43(20.3 %) 4 Listening to teacher’s lectures
using Power Point files
0.56 10(4.7 %) 20(9.4 %) 31(14.6%) 5 Writing a reflection report of the
story book
0.23 3(1.4 %) 10(4.7 %) 12(5.7 %) 6
Table 4. All Students’ Reading Learning Outcomes (pair t-test) (N=197)
N. Pre-test Post-test t p
Mean S.D. Mean S.D.
197 72.98 18.37 80.42 14.52 -6.11 0.000*** ***= p<0.001
Table 5. Different Level Students’ Reading Learning Outcomes (pair t-test) (N=197)
Level N. Pre-test Post-test t p
Mean S.D. Mean S.D.
I 98 57.77 14.07 73.63 16.62 -8.14 0.000***
III 99 88.04 4.33 87.13 7.53 1.054 0.294
