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The effects of web-based instruction on Chinese EFL students' learning outcomes
DISSERTATION

, University of Houston, United States

University of Houston . Awarded

Abstract

This study investigated the effects of Web-based instruction (WBI) on the academic achievement and the learning attitudes, self-efficacy, and interest in WBI of Chinese students of English as a Foreign Language (EFL).

This study's sample consisted of 60 second-year undergraduate students from Tianjin Foreign Studies University (TFSU) School of English Studies (30 serving as the intervention group, and 30 serving as the non-intervention group). Students of the intervention group took twelve weeks of an online English reading and writing program. The non-intervention group took an equivalent course taught through traditional methods.

A quasi-experimental, nonequivalent control group quantitative design was used in processing the data from the third semester. Both groups were administered a pretest and posttest using a questionnaire concerning student attitudes toward learning, and Test of English as a Foreign Language (TOEFL), which contained three subscales: listening proficiency, grammar proficiency, and reading proficiency. Data were analyzed using analysis of covariance (ANCOVA).

Citation

Cheng, Y. The effects of web-based instruction on Chinese EFL students' learning outcomes. Ph.D. thesis, University of Houston. Retrieved October 16, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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