Effects of learner control and advance organizers of EFL learning from hypermedia-based CBIV lessons

Shiou-Wen Yeh, Purdue University

Abstract

This study investigated effects of learner control and the use of the advance organizer on EFL (English as a Foreign Language) learning from hypermedia-based CBIV lessons. The interaction effects among these two factors and a learner characteristic (English learning strategy use) were also examined. The experiment, conducted at Fu-Jen University, Taipei, Taiwan in 1993, used 150 female EFL subjects enrolled in the Department of English at Fu-Jen University. A 2 x 2 x 2 factorial experimental design was employed. The independent variables were: (1) variations of control--learner control or program control, (2) the use of the advance organizer--presence or absence of the advance organizer, and (3) English learning strategy use--high level or low level as measured by Oxford's Strategy Inventory for Language Learning (S.I.L.L.). The dependent variables in this study included: (1) scores of the immediate recall protocols, and (2) students' attitudes toward learning English from hypermedia-based CBIV (Computer-Based Interactive Videodisc) lessons. All subjects were administered Oxford's S.I.L.L., Michigan Test of English Language Proficiency (MTELP) and English Language Institute Listening Comprehension Test (LCT) in Fall, 1993. 150 subjects were divided into three groups according to their S.I.L.L. scores. Group 1 was defined as High Level strategy users while Group 3 was defined as Low Level strategy users. Students of Group 2 were taken away from this study. Subjects of either High or Low Level groups were then randomly assigned to four treatments: (1) learner control with the advance organizer, (2) learner control with no advance organizer, (3) program control with the advance organizer, and (4) program control with no advance organizer. There were eight experimental groups in this study. Each subject was administered the immediate recall protocol test and the attitude questionnaire after the experiment. Results of this study revealed significant main effects of the learner control treatment and the use of the advance organizer. Learner control treatment was especially beneficial for students with lower English learning strategy use. Besides, students' attitudes were very positive toward learning English from CBIV lessons regardless of the treatments. Recommendations for future research are provided.

Degree

Ph.D.

Advisors

Lehman, Purdue University.

Subject Area

Curricula|Teaching|Educational software|Language arts

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