{"title":"计算机讲故事的准确性发展:学生自创CALL的初步研究","authors":"J. Nicholes","doi":"10.5746/LEIA/12/V3/I1/A03/NICHOLES","DOIUrl":null,"url":null,"abstract":"This preliminary study explores how student-generated computer-assisted language learning (CALL) materials can help students acquire verb tenses. The participants were 23 Chinese university sophomores in an integrated-skills English Composition 101 course. The students were earning U.S. Bachelor of Business Administration degrees in China through a cross-border program. After taking pre-tests, students viewed a video that contextualized tenses. Students then wrote narratives using target tenses and incorporated images using presentation software. After showing presentations to classmates, students took post-tests. Open-ended questionnaires measured interest in CALL and grammar learning. Target verb forms were the simple present, present progressive, present perfect, simple past, past progressive, and past perfect tenses.","PeriodicalId":263152,"journal":{"name":"Language Education in Asia","volume":"116 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2012-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Accuracy Development Through Computerized Storytelling: A Preliminary Study on Student-Generated CALL\",\"authors\":\"J. Nicholes\",\"doi\":\"10.5746/LEIA/12/V3/I1/A03/NICHOLES\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This preliminary study explores how student-generated computer-assisted language learning (CALL) materials can help students acquire verb tenses. The participants were 23 Chinese university sophomores in an integrated-skills English Composition 101 course. The students were earning U.S. Bachelor of Business Administration degrees in China through a cross-border program. After taking pre-tests, students viewed a video that contextualized tenses. Students then wrote narratives using target tenses and incorporated images using presentation software. After showing presentations to classmates, students took post-tests. Open-ended questionnaires measured interest in CALL and grammar learning. Target verb forms were the simple present, present progressive, present perfect, simple past, past progressive, and past perfect tenses.\",\"PeriodicalId\":263152,\"journal\":{\"name\":\"Language Education in Asia\",\"volume\":\"116 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2012-09-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Education in Asia\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5746/LEIA/12/V3/I1/A03/NICHOLES\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Education in Asia","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5746/LEIA/12/V3/I1/A03/NICHOLES","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Accuracy Development Through Computerized Storytelling: A Preliminary Study on Student-Generated CALL
This preliminary study explores how student-generated computer-assisted language learning (CALL) materials can help students acquire verb tenses. The participants were 23 Chinese university sophomores in an integrated-skills English Composition 101 course. The students were earning U.S. Bachelor of Business Administration degrees in China through a cross-border program. After taking pre-tests, students viewed a video that contextualized tenses. Students then wrote narratives using target tenses and incorporated images using presentation software. After showing presentations to classmates, students took post-tests. Open-ended questionnaires measured interest in CALL and grammar learning. Target verb forms were the simple present, present progressive, present perfect, simple past, past progressive, and past perfect tenses.
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