An Evaluation of a Computer-assisted EFL Speed Reading Practicum in College

抄録

To determine whether or not computer-assisted language learning (CALL) is an effective medium of instruction, the present study focused on assessing the effects of CALL on one aspect of language learning at a higher level of education, as well as learners' attitudes toward CALL activities. Thirty-nine female Japanese junior college students majoring in English served as subjects. They took two speed reading tests and completed a questionnaire. A one group pre-test/post-test design revealed that the group enrolling in a computer-assisted speed reading course experienced significant improvement in their reading speed over a period of time. Moreover, the questionnaire to assess students' attitudes toward CALL showed a great deal of positive feedback: the students' speed reading skill benefited from the new technology; there was little difficulty in computer use; CALL was an innovative learning style over conventional instruction.