An Evaluation of a Self-Study CALL Environment : Language Development and Learner Attitudes

抄録

The present study examines the use of EFL CALL materials in a limited self-study environment by students enrolled at Kumamoto University (the facilities were available from 9 am. to 5 p.m. weekdaysi, and evaluates this environment from the perspective of language development, and from the learners perspective towards the environment. Student attitudes were elicited from questionnaires asking how the students themselves felt about the environment, and how they felt that it could be improved. The feedback from the students suggested that the ovenchelming majority of learners found the CALL environment useful, but that they would prefer to have more access to the materials from both on and off campus. Our analysis of the CALL laboratory usage revealed that the first-year students spent more time using the CALL facilities than the second-year students and the difference found in CALL usage between first-year and second-year students was statistically signficant English language proficiency was measured by an English proficiency test called G-TELP at both pre- and post-treatment stages, and the results of the G-TELP analysis demonstrated significant gains in grammar reading and vocabulary but a small and not statistically significant decrease in listening. Furthermore, comparisons with the data obtained by mock TOEIC tests at both pre- and post-treatment stages showed a marked increase in all areas. Implications of the results of the study for teaching are discussed.