Educational Research Journal



Effects of Cooperative Learning and Computer-assisted Language Learning (CALL) on the Performance of Cloze Procedure

1995.第10卷第1期(Vol. 10 No. 1).pp. 22–30
 

Effects of Cooperative Learning and Computer-assisted Language Learning (CALL) on the Performance of Cloze Procedure

Victoria Sim-Cheung TAO & Choi-Man CHUNG(Victoria Sim-Cheung TAO、鍾財文)

Abstract

This study attempts to examine the effectiveness of computer-assisted language learning (CALL) and cooperative learning in the performance of cloze procedure. The CALL and cooperative learning are compared to the traditional worksheet and individualistic learning. Fifty eight Middle Six students were trained under four different learning conditions — (1) individualistic learning with worksheets, (2) individualistic learning with the computer, (3) cooperative learning with worksheets, and (4) cooperative learning with the computer — and underwent cloze procedure practices on two text structures — narrative and expository. An immediate post-test and a delayed retention test were given respectively.

No significant result was found on the post-test scores among all groups. However, in the retention test, it was found that the cooperative learning group performed significantly better than the individualistic learning group, and the computer group out-performed significantly those with worksheets in the individualistic learning group. Implications of these results were discussed.

摘要

本研究旨在研究電腦輔助語文學習(CALL)和小組合作式學習對英文填字測試表現的效果。本研究將傳統的工作紙式及個人式學習方法,與電腦輔助形式及小組合作式作出比較。58位中六學生被選派到以下四種不同的學習情況:(1)利用工作紙作個人式學習,(2)利用電腦作個人學習,(3)利用工作紙作小組式學習,及(4)利用電腦作小組式學習,並進行填字測試練習。在練習之後,每位學生均接受一個即時的事後測驗及延時的記憶測驗。

分析的結果顯示四組學生在事後測驗的得分並無顯著的差異;但在記憶測驗之中,以小組合作式學習的組別之表現明顯較以個人式學習的為高。然而,在使用個人式學習之組別中,則使用電腦輔助學習的組別之表現,又較以工作紙學習的為佳。本文將會對這些研究結果(之含意)作出討論。