The author has been investigating the influences of Computer-Assisted Instruction (CAI) on English learners at university in Japan, when the CAI is introduced into one of the formal English classes. In the CAI, students learn English through the materials provided via software, which is completely different from the traditional and conventional instruction styles at universities in Japan: i.e. lecture, Enshu, and seminar styles. The purpose of this study is to investigate how many points will be increased in TOEIC IP scores of the university students who took the CAI, so that the most important one among educational effects of the CAI should be examined. Students who took the CAI were regarded as members of an experimental group; students who did not take the CAI were considered members of a control group. Both groups took TOEIC IP twice, when they were freshmen (April, 2003) and sophomores (December, 2004). The progress in TOEIC IP scores was compared among the two groups. It was found that students who took the CAI (the experimental group) made statistically significantly larger progress in TOEIC IP scores than students who did not take the CAI (the control group) by approximately 45 points.
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