计算机辅助教学论文提纲

论文题目：计算机辅助英语学术阅读教学对ESP学习者自我调节能力和感知影响的研究

摘要：近年来,越来越多的外语教育研究者将计算机作为外语学习课程的辅助工具,以促进学习者的参与,增强学习者的学习动机,培养学习者的自我调节能力等。虽然在英语作为外语的背景下已经存在许多类似研究,但却很少有研究探究计算机等科技对ESP学习者的影响。为此,本研究旨在使ESP学习者从计算机辅助英语学术阅读中受益。本研究采用行动研究的方法,探讨了计算机辅助英语学术阅读在线教学对ESP学习者自我调节能力和感知的有效性。采用混合研究的方法,还考察了ESP学习者的网络自我调节能力与他们对计算机辅助英语学术阅读的态度之间的关系。本研究通过在线自我调节英语学习（OSEL）和对计算机辅助英语学习的态度（ACELE）两个问卷对来自中国东北的191名大学生展开了调查并收集了定量数据。将从学生的学习日志,和对学生的课堂观察和后续访谈中收集的定性数据加已分析,以进一步探讨ESP学习者的网络自我调节与他们的学习态度之间的相关性。结果表明:大学生就易用性、感知有用性、自我效能感、情感和行为上对计算机辅助语言学习的教学模式表现出积极的态度。而且,通过整个教学实验,学生的态度和在线自我调节学习能力均得到了不同程度的提高。本研究还证实了学生的在线自我调节能力与学习态度之间存在正相关关系,强调了学生的自我评价作为自我调节能力的策略之一在解释他们对计算机辅助英语学术阅读的态度上所起的积极作用。总而言之,本研究结果证明计算机辅助语言学习的环境对ESP学习者的自我调节和学习态度有潜在影响,学生的态度与自我调节之间也存在一定的交互作用。在文章最后,本文还讨论了本研究得到的教学启示以及不足之处,并对今后此方面的相关研究给出了建议。

关键词：ESP学习者;计算机辅助教学;英语学术阅读;自我调节;学习态度

学科专业：外国语言学及应用语言学

Abstract

摘要

Chapter One Introduction

1.1 Research background

1.1.1 The importance of English reading

1.1.2 The current situation of ESP teaching

1.2 Purpose of the research

1.3 Significance of the research

1.4 Overall structure of the thesis

Chapter Two Literature Review

2.1 ESP in language teaching

2.1.1The development and definition of ESP

2.1.2 The characteristics of ESP courses

2.1.3 Teaching approach of ESP reading courses

2.1.4 The roles of ESP practitioners and learners

2.2 Implications for ESP development

2.2.1 Integrating CALL into ESP

2.2.2 Self-regulation in ESP instruction

2.2.3 Computer-supported self-regulated reading

2.3 The theoretical framework for this research project

2.3.1 Input Hypothesis and internet technology

2.3.2 ZPD and online learning

2.3.3 Problem-based learning and ESP teaching

2.4 Previous studies relevant to current research questions

2.4.1 Students’attitudes towards technology use

2.4.2 Students’attitudes toward ESP courses

2.4.3 Self-regulation in Foreign language learning

2.4.4 Learning attitudes and online self-regulation

2.5 Summary

Chapter Three Research Methodology

3.1 Research methodology

3.2 Research questions

3.3 Research design

3.4 Research participants

3.5 Research methods

3.6 Research instruments

3.6.1.Questionnaire

3.6.2 Student learning diary

3.6.3 Interview

3.6.4 Classroom observation

3.7 Research procedures

3.7.1 Pilot study

3.7.2 The action research process

3.7.3 Experimental teaching process

3.8 Data collection and analysis

3.9 Summary

Chapter Four Results and Discussion

4.1 Results and discussion of Need Analysis

4.1.1 Analysis and discussion of Need Analysis Questionnaire

4.1.2 Analysis and discussion of Interview about Need Analysis

4.1.3 Main Findings of Need Analysis Questionnaire and Interview

4.2 Results and discussion of Research Question1

4.2.1 Analysis and discussion of ACELE Questionnaire

4.2.2 Analysis and discussion of Interview about ACELE

4.2.3 Analysis and discussion of learning diaries

4.2.4 Analysis and discussion of classroom observation

4.3 Results and discussion of Research Question2

4.3.1 Analysis and discussion of the OSEL Questionnaire

4.3.2 Analysis and discussion of Interview about OSEL

4.3.3 Analysis and discussion of Learning Diaries

4.3.4 Analysis and discussion of Classroom observation

4.4 Results and discussion of Research Question3

4.4.1 Analysis and discussion of ACELE and OSEL Questionnaire

4.4.2 Analysis and discussion of ACELE and OSEL Interview

4.5 Summary

Chapter Five Conclusion

5.1 Major findings

5.1.1 Major findings on Research Question1

5.1.2 Major findings on Research Question2

5.1.3 Major findings on Research Question3

5.2 Pedagogical implications

5.3 Limitations

5.4 Suggestions for further study

References

Appendix Ⅰ:Questionnaire of Need Analysis

Appendix Ⅱ:Questionnaire for attitudes towards computer-supported Englishlearning environments(ACELE)

Appendix Ⅲ:Questionnaire for online self-regulated English learning(OSEL)

Appendix Ⅳ:Interview(English and Chinese version)

Acknowledgements

The list of the research papers published by author