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      多媒體輔助教學在農村小學英語教學中的應用現狀 調查

      發布時間:2023-06-28 10:13
      Contents
      Abstract i
      摘 要 ii
      Contents iii
      Chapter One Introduction 1
      1.1Research background 1
      1.1.1The importance of English teaching 1
      1.1.2The current situation of English teaching and rural primary schools 1
      1.1.3The method to improve the current English teaching situation 2
      1.2The purpose of the research 3
      1.3The significance of the research 3
      1.4The overall structure of thesis 4
      Chapter Two Literature Review 5
      2.1CALL 5
      2.1.1An introduction to CALL 5
      2.1.2Advantages and disadvantages of CALL 6
      2.2Theoretical Foundation 8
      2.2.1Constructivism Theory 8
      2.2.2The relationship between Constructivism Theory and CALL 9
      2.3 Teaching English 10
      2.3.1English Learning Strategy 10
      2.3.2The effect of English classroom teaching 11
      2.3.3English Teaching and Leaning Attitudes 12
      2.4Previous studies on CALL and English teaching 13
      2.5Summary 15
      Chapter Three Research Methods 16
      3.1Research Design 16
      3.2Research questions 16
      3.3Research participants 16
      3.3.1Subject of questionnaire 17
      3.3.2Subjects of the interview 17
      3.4Research methods 17
      3.4.1Questionnaires 17
      3.4.2Interviews 19
      3.5Research procedures 20
      3.6Data collection and analysis 20
      3.7Conclusion 20
      Chapter Four Data Analysis and Discussion 22
      4.1Data analysis and discussions of Research Question 1 22
      4.1.1Analysis of the Questionnaire I on English Learning Strategies 22
      4.1.2Analysis and discussion of Interview I on English Learning Strategy 24
      4.2Results and discussion of Research Question 2 27
      4.2.1Analysis of the Questionnaire I on the effect of English classroom 27
      4.2.2Analysis of the Questionnaire II on the effect of classroom teaching 29
      4.2.3Analysis and discussion of Interview I on the effect of classroom teaching 31
      4.2.4Analysis and Discussion of Interview II on the effect of English classroom teaching33
      4.3Data analysis and discussions of Research Question 3 36
      4.3.1Analysis of the Questionnaire I on English Learning Attitude 36
      4.3.2Analysis of the Questionnaire II on English Teaching Attitude 38
      4.3.3Analysis and discussion of Interview I on the attitude of student 40
      4.3.4Analysis and Discussion of Interview II on English Teaching Attitudes 42
      4.4Summary of Chapter 4 45
      Chapter Five Conclusion 46
      5.1Major findings 46
      5.1.1Major findings on Research Question 1 46
      5.1.2Major findings on Research Question 2 46
      5.1.3Major findings on Research Question 3 47
      5.2Implications of the study 47
      5.3Limitations of the study 48
      5.4Suggestions for the further study 48
      References 50
      Appendix I: Questionnaire for English teaching among Rural Primary School Students (Chinese Version) 56
      Appendix II: Questionnaire for English teaching among Rural Primary School Students (English Version) 58
      Appendix III: Questionnaire for English teaching among Rural Primary School Teachers (Chinese Version) 60
      Appendix IV: Questionnaire for English teaching among Rural Primary School Teachers (English Version) 62
      Appendix V: Interview I (English and Chinese version) 64
      Appendix VI: Interview II (English and Chinese version) 65
      Acknowledgments 66
      The list of the research thesis published by the author 67
      Chapter One Introduction
      This chapter is a general introduction to this thesis. Firstly, it introduces the background including Computer-assisted language learning (CALL) and English teaching, and then expounds the significance and purpose of this study. The final is the overall structure of the paper.
      1.1Research background
      This section introduces the background of this study from three aspects. First of all, the importance of English teaching is introduced. Secondly, it discusses the current situation of English teaching in rural primary schools. Thirdly, the method of improving the present situation is explained.
      1.1.1The importance of English teaching
      With the development of globalization, the cultivation of English ability has become the most important part of contemporary teaching. For teachers, excellent English teaching ability can enhance the students' comprehensive ability in the classroom, so that the language learning process becomes the process of students' self-learning ability. For students, the teacher's good English teaching ability will make students' English ability be strengthened enough. Kanoksilapatham (2007) believed that teachers use the correct teaching methods, students will prefer to learn English and increase their interest in English, thus improving the effectiveness of English classroom teaching. Therefore, teachers' English teaching ability is particularly important. At the same time, Mofareh (2015) believed that the most important input channel for students to receive English information is the English teaching process from teachers. In addition, Saengboon (2004) also believed that English teaching also plays a very important role in students' learning. Therefore, the idea that English teaching plays an important role in language learning is convincing.
      1.1.2The current situation of English teaching and rural primary schools
      According to the Primary school English New curriculum (2000) students should be more active in curriculum resources and subject learning, and teachers should be their guiders. It is very important to develop and utilize all the curriculum resources inside and outside the school to provide an environment for the implementation of new courses and to promote students' active participation, exploration, meaningful communication and cooperation. In addition, the Ministry of Education of the People's Republic of China (2008) claims that the main goal of the English course is to improve students' learning attitudes, to develop good study habits, and to improve their skills in mastering effective learning strategies. However, due to the relatively backward economic and cultural development in rural areas, the unreasonable distribution of teaching resources between rural schools and urban schools, and the gaps in family education methods, there are still large gaps between rural primary schools and urban schools. Especially in English teaching, rural primary schools lack modern teaching equipment, and teaching information is relatively closed. At the same time, teachers adopt traditional teaching mode and also teaching methods are relatively single, which are extremely unfavorable for primary school students' English learning.
      In this case, CALL brings new opportunities for English teaching. As a modern teaching method, it combines audio, video, animation and teaching content to create conditions for students to learn the language. At the same time, the application of multimedia technology can provide enough learning materials to create a more realistic and natural English language learning environment and to stimulate students' hearing, visual and others. Therefore, Computer-Assisted Language Learning plays a vital role in English learning. It strongly promotes the development of English teaching, which is different from traditional teaching methods. And it helps to stimulate students' enthusiasm and innovative thinking.
      However, few researchers have studied the impact of CALL on students' English teaching, especially in rural primary school.
      1.1.3The method to improve the current English teaching situation
      In order to solve the above problems, CALL is increasingly regarded as a powerful tool for English teaching (Milad, 2017). At the same time, CALL changed the English learning method (Macaruso, 2011). Therefore, we should make full use of the advantages of CALL to encourage rural primary school students to learn English. In the past few years, a large number of studies have attempted to combine CALL with English teaching to assess its effectiveness. The results support the effectiveness of CALL in English teaching. Compared with the traditional teaching model, CALL can improve students' English learning ability more effectively.
      1.2The purpose of the research
      This thesis aims to explore the effectiveness of CALL (Computer-Assisted Language Learning) and further to improve the current situation of rural primary school English teaching. At the same time, this research also tries to achieve the following specific goals. Firstly, this thesis tries to explore the change of English learning strategies of rural primary school students after CALL. Secondly, it mainly studies the effect of CALL on English classroom teaching. Finally, the author discusses the attitude of teachers and students to English teaching under multimedia technology. In addition to these specific goals, this study also hopes to contribute to English teaching and will further discover this area.
      1.3The significance of the research
      The significance of this study can be best verified from both theoretical and practical aspects. In theory, this thesis is a further study of CALL (Computer-Assisted Language Learning), which enriches the theory of CALL. This thesis reviews the literature on CALL and analyzes the conclusions of previous studies. In addition, it also emphasizes the English learning strategies and English teaching attitude, also links it with CALL, which expand the field of CALL. Therefore, this article inevitably promotes the theoretical development of CALL.
      The practical value lies in changing the traditional English teaching method and promoting the implementation of CALL in the field of English teaching. This study expects learners to be able to master another English learning method through CALL. It can be said that CALL is a new teaching mode in the background of information education. It is not only conducive to improving students' English learning ability, but also conducive to improving the quality of teaching. In addition, the current CALL research is mainly aimed at English teaching effects. However, this study not only pays attention to the cultivation of teachers' and students' attitudes towards English teaching, but also focuses on the training of students' English learning strategies. In summary, the research of this topic has theoretical and practical significance.
      1.4The overall structure of thesis
      This thesis analyzes the current research status of CALL in English teaching for rural primary school students, introduces the relevant information of CALL, reviews some theoretical foundations and some studies of CALL, verifies the effectiveness of CALL, and puts forward suggestions for future learning. This thesis is divided into five chapters.
      Chapter One states the background of CALL, the purpose of the study, the significance of the study and the overall structure of the study.
      Chapter Two shows the literature review, including the introduction and theoretical basis of CALL. In addition, many studies on CALL are reviewed.
      Chapter Three mentions the design of this research and puts forward the methodology of this research, including research problems, experimental design, instruments, participants, procedures and data collection and analysis.
      Chapter Four presents the research results and analyses the results. The main discussion serve as the data collected from the test. After analysis and discussion, three important research questions will be answered.
      Chapter Five indicates the conclusion of the research. The major findings of the research, pedagogical implication and the limitations of the research are mentioned, some implications further study are stated too.
      Chapter Two Literature Review
      This chapter mainly introduces related literature. Firstly, the definition of computer-assisted language learning (CALL) and its advantages and disadvantages are introduced. Secondly is the relevant theoretical basis. Thirdly, it discusses the relevant theories of English learning strategies and reviews the related theories of English teaching attitudes. The last part describes the application research of CALL at home and abroad.
      2.1CALL
      Computer-assisted language learning (CALL) has a history of more than 30 years. With the rapid development of Internet technology and other science and technology, the role of computers in language teaching is increasingly valued by language teachers all over the world. This section will introduce CALL and its advantages and disadvantages.
      2.1.1An introduction to CALL
      With the continuous advancement of society and the rapid development of modern information technology, network technology is increasingly used in education, especially for rural primary and secondary schools. Therefore, CALL is an important issue in the field of education. Many researchers try to define the CALL. Broadly speaking, CALL refers to the extensive use of computers in the field of education, including the use of computers in various ways in teaching, research, and management. In short, CALL focuses on the use of computers to teach and learn a second language, especially using software designed specifically for learning (Chapelle & Jasmieson, 2008). This is in keeping with Beatty's discovery. Beatty (2010) pointed out that CALL is a learner who improves his or her language ability and level by using a computer. Advances in computers not only include hardware and software innovations, but also computer proficiency.
      Obviously, CALL refers to a form of teaching in which teachers use computers as teaching media to provide students with a good learning environment and learn through interactive dialogue with computers (Warschauer, 2000). At the same time, Levy (1997) pointed out that CALL is a method of discussing teaching content, arranging teaching process and teaching and training with students in a dialogue manner. Through CALL, teachers can provide students with an individualized learning environment, comprehensive application of multimedia technology, and overcome the shortcomings of traditional teaching methods. Its usage can effectively shorten learning time, improve teaching quality and teaching efficiency, and achieve optimal teaching goals (Dole, 1991; Van & Kintsch, 1983). Warschauer and Healey (1998) also found that multimedia assisted teaching as a modern teaching method attracts a large number of children and adolescents with its rich imagination, vivid colors, and lively images. The purpose of integrating multimedia technology into teaching design is to better achieve teaching goals. Here, teachers should pay special attention to the development of students, which creates the best foreign language learning environment for students, and can also stimulate students' interest in learning, optimize classroom teaching, and cultivate students' communicative ability, thus promoting the improvement of students' comprehensive ability.
      As mentioned above, CALL can be viewed as a new approach to teaching. Learners not only can receive education in a face-to-face environment, but can receive multimedia materials and resources. In other words, multimedia teaching means that according to the teaching objectives and the characteristics of the teaching objects, through the reasonable selection and the usage of modern teaching media, and organic combination with traditional teaching methods, teachers and students participate in the whole process of teaching, and thus achieve the teaching effects (McDonough, 2013).
      2.1.2Advantages and disadvantages of CALL
      In recent years, with the Advancement of the Internet, multimedia and other technologies, multimedia assisted teaching has become increasingly popular. For example, Yu (2003) pointed out that as far as CALL is concerned, it can well reflect the teaching concept of students as the main body. In addition, it has too many advantages, which makes it popular among teachers and students.
      Multimedia teaching can stimulate students' interest in learning. Traditional teaching pays attention to the indoctrination of knowledge. It is relatively monotonous in teaching methods. Students are likely to feel bored in the process of learning, and their interest in learning will inevitably be greatly affected. To a large extent, the use of multimedia technology can change this situation. Computers can interest students by presenting vivid images, movements, sounds and images, and a large amount of new information. Similarly, Tozcu (2008) agrees that CALL can mobilize students' enthusiasm and thus increase students' interest in learning.
      Multimedia teaching can stimulate students' interest in learning. Traditional teaching pays attention to the excessive input of knowledge, and the classroom is relatively monotonous. In the process of learning, students will feel bored, and learning interest will inevitably be greatly affected. The use of multimedia technology can largely change this situation. Computers can appeal to students by presenting vivid images, movements, sounds and images, as well as a wealth of new information. Similarly, Tozcu (2008) agrees that CALL can motivate students to enhance their interest in learning.
      CALL can inspire students' imagination and achieve the purpose of understanding knowledge. Multimedia teaching is to transform abstract text information into image image and perceptual music, so that students can grasp the connotation of the textbook and understand the thoughts and feelings they want to express. Chirimbu and Tafazoli (2013) mentioned that compared with traditional teaching methods, CALL can stimulate students' imagination and improve their creativity, thus improving the effectiveness of English classroom.
      CALL can expand the information capacity to meet the students' curiosity. Multimedia has changed classroom teaching from static to dynamic due to its vivid image. Shyamlee and Phil (2012) found that CALL can stimulate students' enthusiasm and initiative in learning, and also increase the acceptance of effective information and improve teaching efficiency, which is the advantage of traditional teaching.
      The practicality of multimedia is not only the trend of the times, but also the teaching method of quality education. This really optimizes the structure of classroom instruction. At the same time, however, with the increasing popularity of multimedia, it also has many drawbacks (Han, 2009; Deecd, 2010; Seileek, 2012; Dina & Cironei, 2013).
      1.The multimedia presentation replaces the interaction. Classroom operation is an important part of students' knowledge and feedback. However, after multimedia enters the classroom, electronic courseware occupies the classroom. For this reason, teachers cannot teach students in accordance with their aptitude, and teachers and students have difficulty in emotional communication.
      2.Excessive pursuit of large capacity, fast pace. The large-capacity and fast-paced multimedia-assisted teaching has created convenient conditions for improving the efficiency of classroom teaching. But it is easy to reduce the student's classroom participation, so that students lose their autonomy.
      3.Teachers have a large workload in preparing classes. Some students do not pay attention to details and knowledge, resulting in insufficient actual operating time for students.
      To overcome these shortcomings, we should pay attention to the fact that the courseware for computer-aided teaching for primary school students should not be too fancy, and the animation should not be too complicated. Teachers should pay attention to each student when explaining the details of the knowledge, and emphasize it when necessary. Although it is impossible to present all the advantages and disadvantages of CALL in the paper, most researchers believe that the selection, planning and application of CALL will provide teachers and learners with a wide range of learning opportunities.
      2.2Theoretical Foundation
      As a modern teaching method, CALL has a solid theoretical foundation. This section introduces the theory of constructivism and the relationship between constructivist theory and CALL to support this research.
      2.2.1Constructivism Theory
      Constructivism was proposed by the Swiss psychologist Piaget in the 1860s. Constructivism refers to the understanding and meaning construction of objective things by learners according to their own background experience. Constructivist theory emphasizes initiative, sociality and situationality (Little, 2007).
      Garrison (2009) believes that learning is a knowledge-building process that can not be separated from specific scenes, teachers, and learning materials. There are many kinds of constructivism, but all have the same basic proposition, that is, constructivists advocate that learners should experience objective facts to construct knowledge by experiencing the real situation, while traditional educators advocate direct transfer of knowledge. Constructionists believe that knowledge is the result of cognitive construction, emphasizing the role of learning motivation, real life situations, and interactive cooperation (Airasian & Walsh, 1997; Glasersfeld, 1995). This process is not a simple accumulation, but the sublimation of the original knowledge structure. Constructivism emphasizes the principle of taking students as the center and teacher as the leader. Teachers are the organizers and promoters of learning. They should fully mobilize students' enthusiasm and innovative thinking. Also lead them to take the initiative to cooperate with others in order to successfully realize the significance of construction.
      Constructivism emphasizes the subjective initiative of students. Students should use various tools and resources to integrate existing and new knowledge as much as possible (Bruner, 1996). Therefore, teachers should pay attention to cultivating students' ability to learn independently. At the same time, students should clarify their own learning plans and goals, pay attention to communication and cooperation, find their own learning strategies, so as to perfect the construction .
      2.2.2The relationship between Constructivism Theory and CALL
      Information technology is a prerequisite for the application of constructivism to teaching (Betty, 2012). Although the origin of constructivism can be traced back to 300 years ago, the constructivist learning theory did not have a significant impact for a long time.Until recently, with the gradual popularization of multimedia and internet applications, the theory of constructivism has gradually attracted people's attention. The constructivist learning environment includes four elements: context, collaboration, conversation and meaning construction. The characteristics and functions of multimedia technology and network are most beneficial to the full expression of the four attributes. Therefore, constructivism foreign language teaching, especially for computer-assisted foreign language teaching, has a great reference.
      On the one hand, it changes the teaching concept and determines the student-centered foreign language teaching principle. Education in our country has long been centered on teachers, especially in rural areas, and students are passive recipients. Therefore, because there is no active participation of students, it greatly affects the learning effect. With computer equipment, teachers are more convenient to convey teaching information, easier to mobilize students' enthusiasm. Nunan (2001) sound that constructivism emphasizes that students are active constructors of knowledge meaning. Teachers only help and promote the construction of students' meaning, and do not need to instill the students' knowledge. This idea meets the requirements of current quality education and training foreign language talents, and is expected to bring positive influence to computer-assisted foreign language teaching. On the other hand, it makes full use of computer technology to create a good learning environment for foreign language learning. Yang (2015) believed that constructivism theory emphasizes the important role of the situation in the construction of meaning, and computers play an important role in this process. As a new type of educational media, the computer integrates sound, image, animation, and text. Teachers can use computers to provide multimedia information according to different teaching contents, and to create situations in the classroom that meet with real life, thus stimulating students' interests.
      Constructivism theory provides a theoretical basis for the realization of student-centered computer multimedia teaching.Therefore, it is necessary to integrate the subject status of the students and the curriculum content of the subject into the actual teaching process. Multimedia-assisted teaching creates an environment for teachers' teaching and students' learning to promote the common progress of teachers and students.
      2.3Teaching English
      The summary of this part provides the basis for the research, including English learning strategies, English learning and teaching attitudes and the effect of English classroom teaching.
      2.3.1English Learning Strategy
      In the field of English teaching, mastering some knowledge of English learning strategies has a good effect on English learning (Hsieh, 2009; Huang, 2013). Wen (1996) proposed that the English learning strategy includes two aspects: belief and method. Belief is the understanding of how to learn English well. The method is the action taken by the learner in the learning process. In addition, the whole English learning strategy system is characterized by globalization, openness and dynamics. Learning strategy training can improve the entire system and improve learning efficiency (Wang, 2012). Grabe (1991) believes that learning strategies help students adjust the speed of English learning, predict information, and so on. Teaching English learning strategies is beneficial to English learning (Presley, 2002). In addition, English learning strategies have a potential impact on the effectiveness of English classroom teaching (Grabe, 2004). Alba (2006) studied the effectiveness of students' three strategies in English learning: cognition and metacognition, and social and emotional strategies. It also puts forward some suggestions that learners should use appropriate and selective strategies to promote English learning. Huang (2009) shows that students can use CALL to choose an English learning strategy that suits their own style and level. In other words, students can control their own English learning content, manner and time. Park (2011) proved that CALL can improve English learning strategies. In addition, Call also enhances learner' use of other English learning strategies. Internet or computer-assisted activities make English learning more enjoyable for students. These activities also encourage learners to use critical learning skills to improve their fluency in learning English. Through CALL students can not only learn traditional English skills, but also be familiar with new technical tools (McNabb, 2002; McPherson, 2005).
      This section introduces English learning strategies, which play a very important role in English teaching. The English learning strategy system shows that English learning is a complex process involving different stages of learning. Therefore, teachers and students should pay attention to English learning strategies in order to improve their English performance. Taking rural primary school students as the research object, this thesis discusses the effectiveness of CALL in English learning strategy.
      2.3.2The effect of English classroom teaching
      Computer Assisted Language Learning (CALL) has entered a new stage of development (Hubbard & Levy, 2006). These technologies also provide diverse innovations for English learning(Thomas, 2009). Therefore, the effective combination of multimedia technology and language learning is considered to be an important direction for the future CALL (Wang, 2012). At the same time, many researchers have proved the effectiveness of CALL in English teaching and learning.
      Nguyen (2012) discussed the potential benefits of CALL to the classroom teaching effect of rural primary schools. The results show that under CALL, the classroom teaching effect of rural primary schools can be improved, and students have positive knowledge and good acceptance of CALL. It can improve the learning results of English learners and improve the learning performance of English learners. This view has been recognized by other scholars. In the computer-assisted English classroom teaching, the teacher and student are the main part. Only by giving full meanings to the leading role of teachers, the initiative of students and the enthusiasm of the two aspects, can we achieve good teaching results. Chen (2005) believes that the dominant role of teachers is to produce computer-assisted English teaching courseware, determine the teaching materials that meet the students' needs, select appropriate multimedia materials, and guide students to actively study. Students' initiative is mainly reflected in positive thinking when studying, and can discover and raise questions. And use the knowledge to analyze and solve problems, so as to improve the effectiveness of English classroom teaching. In the computer-assisted English classroom teaching, Zaini (2015) shows that also embodies a new type of teacher-student relationship. The new teacher-student relationship is a democratic, equal, friendly and cooperative relationship. In order to fully activate the enthusiasm of teaching and learning, the teaching process is always in a state of mutual promotion between teachers and students. At the same time, it also shows that CALL can effectively improve teachers' English teaching ability and students' English learning ability. Tsai (2015) proposes that multimedia assisted English teaching video can stimulate students' multiple senses, and it is more conducive to attracting students to actively participate in English classes, thus optimizing the classroom structure, improving teaching efficiency, and cultivating students' English communication skills. The comprehensive training of students in the four aspects of listening, speaking, reading and writing has been strengthened, and the effect of English classroom teaching has been enhanced.
      Overall, CALL has a significant positive effect on English classroom teaching, and the impact on learner ability is worth studying. In addition, few studies have examined the effect of CALL on English classroom teaching, especially in rural primary schools.
      2.3.3English Teaching and Leaning Attitudes
      In EFL/ESL, there are few people study the attitudes of teachers and students about using CALL to improve English teaching and learning. Jarvis (2012) observes in his research that the application of technology makes learners more willing to learn independently and has a great influence on students' English learning attitudes. At the same time, teachers also show that using multimedia technology helps English teaching. They are more willing to use CALL than traditional English classes. Benson (2001) emphasized that multimedia technology can cultivate learners' autonomous behavior because it stimulates students' interest and provides learners with many valuable opportunities to self-guide and control learning. Using technology-based materials to give students more learning tasks can enhance their intrinsic motivation, so it can increase students' interest in learning English, thereby improving the teacher's teaching attitude (Darasawang &Reinders, 2010).
      Smith (2004) believes that computer technology can provide students with ways to control their own learning, as well as evaluate and monitor their own performance, so that teachers will be more active in teaching English. Bruce (1993) believes that it is more learner-centered. Hashemi (2011) also said that one of the advantages of CALL is that it helps develop students' attitude towards learning English. CALL can meet different personal needs, learning methods, learning strategies, and even students' personalities. They concluded that CALL encourages learners to learn more English knowledge on their own, and this knowledge has nothing to do with the content presented in the classroom, thus increasing students' interest in reading.
      2.4Previous studies on CALL and English teaching
      As a new teaching method, CALL has aroused the enthusiasm of students and become a powerful helper for teachers. Therefore, with the development of CALL, it has been widely used in English teaching. This chapter introduces the contribution of CALL to English teaching.
      Many studies at home and abroad show that multimedia technology plays an important role in language teaching and has a positive impact on English teaching (Golonka, 2014; Grgurovic, 2013; Eslami, 2015; Huang, 2016). Due to teachers in rural areas still use traditional teaching methods, on the one hand, lack of teaching equipment, on the other hand, teachers have been generally aging, CALL plays an important role in English classroom of rural primary schools. Blake (2013) claimed that CALL has become a reality in English classroom of rural primary schools. CALL helps students improve their English communication skills, enhance classroom teaching vitality, and improve teaching effectiveness. At the same time, Szabo and Hastings (2000) discussed the influence of CALL on students' English exam results. The results showed that the application of CALL in rural primary school English Teaching shows its strong superiority. Different types of multimedia courseware provide students with different learning perspectives and bring different teaching effects. Corresponding to the discovery of Szabo and Hastings (2000). Blokzij (2004) studied the impact of CALL on student English learning. The characteristics of pupils' personality and age determine that they are more interested in fresh things with intuitive images. using multimedia technology to reproduce textbook content on the screen so that students can take the initiative to learn. By observing the attitude of the students in the CALL English teaching class, it is found that the English classroom has a good effect under CALL and the students' English learning ability has been improved. CALL can greatly improve students' English thinking ability, so as a more scientific method, CALL has been widely used in classroom teaching (Adarns, 2007).
      Compared with foreign teaching methods, CALL has a relatively short history in our country, but with the rapid development and widespread popularity of computer multimedia technology, some achievements have been achieved. Cai (2014) believes that CALL is distinct, vivid and intuitive, which adapts to the psychological characteristics of pupils and CALL is conducive to enriching students' life experiences. Students should make full use of the Internet to collect English information and point out the great contribution of modern teaching technology to language learning. This idea was also endorsed by Yu (2013), he believes that the combination of multimedia application and traditional teaching methods will help to optimize the teaching model and enhance the teaching effect.
      However, most of the research on CALL is concentrated in secondary schools and colleges, while rural primary schools have little research. For example, Zhu (2006) conducted a multimedia teaching experiment at a university and concluded that CALL is an effective teaching method. As the teaching method follows the law of scientific language learning thinking, Shen (2010) discusses the problems and measures applied by multimedia in college English teaching, and believes that the traditional classroom teaching model can no longer meet the needs of college English teaching. With the development of society, multimedia technology has played an inestimable role in the reform of English teaching. Xiong (2013) found that the courseware design is unreasonable and the multimedia application is unreasonable, which is not conducive to creating a teaching atmosphere. Therefore, primary school teachers should pay attention to the rationalization and science of multimedia courseware. At the same time, the application of multimedia in primary school English teaching is worth further study.
      In view of the above mentioned, many studies have effectively proved the importance of CALL and found that CALL's influence on English teaching is effective. CALL is very helpful to improve students' English learning strategies, English classroom teaching results, and cultivate students' attitude towards English learning. At the same time, it also brings new learning methods, rich content and a relaxed learning environment.
      2.5Summary
      To sum up, it can be seen from the relevant literature that using CALL to promote English teaching reform has become an important research area of English teaching reform. Under CALL, we actively try and explore English teaching and conduct a lot of research on its potential and benefits. The results show that CALL has better teaching effect in English classroom than teacher centered teaching method. However, these studies also have some major shortcomings, although they have made great contributions to the study of CALL.
      On the one hand, as far as the author knows, there is little discussion about the comprehensive role of CALL in English teaching. Some researchers believe that CALL is beneficial to students' use of English learning strategies. Some researchers believe that CALL has a positive role in the cultivation of English learning attitudes. Some studies have shown that CALL can improve the effectiveness of English classroom teaching. However, it has been found that there is a lack of research to explore these. On the other hand, so far, many studies have focused on the effectiveness of CALL, but few people have discovered other aspects of research.
      Due to the lack of previous research, this experiment attempts to explore the effectiveness of CALL in English teaching in rural primary schools from the above three aspects. In the following section, the detailed design and detailed process of this study are described.
      Chapter Three Research Methods
      This chapter will conduct research.Qualitative research (questionnaires and interviews) will be used for data collection and analysis.
      3.1Research Design
      Research design is the framework for the investigation and needs to be properly carried out by researchers to solve research problems. 160 primary school pupils in the sixth grade and 10 English teachers in a rural primary school were selected as participants in the research. The independent variable in this research is CALL in rural English class, and the dependent variable are the adoption of students' English learning strategies, the attitude of students and teachers to English teaching and the effect of English classroom.
      This research used CALL research design and used qualitative research to conduct research. As a qualitative research, students' English learning strategies, students' and teachers' attitudes toward English teaching and English classroom effects will be studied by using questionnaires and interviews.
      3.2Research questions
      The author tries to solve the following three problems:
      1.What is the impact on the English learning strategies of rural primary school students after implementing CALL?
      2.What effect does CALL have on English classroom teaching?
      3.What attitude do teachers and students have towards English teaching under CALL?
      3.3Research participants
      The subjects of this study were students in the sixth grade and English teachers in rural primary school.
      3.3.1Subject of questionnaire
      In order to implement this study, the author plans to conduct a sample survey of rural primary school teachers and students. Due to time and energy, the author determines the subjects of the survey in the school where he works, so that theory and teaching practice can be combined. The subjects are divided into two groups: the teacher group (10 persons) and the student group (160 persons).
      3.3.2Subjects of the interview
      In order to fully understand the attitude of English teachers to multimedia assisted teaching in rural primary schools and the effect of classroom teaching, the author selected three key teachers from a rural primary school to conduct interviews. In addition, the interview was also conducted with five participants from among the students surveyed.In order to better understand the rural primary school students under multimedia assisted learning strategies, English learning attitude and English classroom teaching effect.
      3.4Research methods
      Two research methods were used in this survey: the questionnaires and the interviews. There are two types of questionnaires used in this study: questionnaires for teachers and questionnaires for students; interviews also include interviews for teachers and interviews for students.
      3.4.1Questionnaires
      According to Cohen, Manion, and Morrison (2007; 2018), they believe that questionnaire is an important tool for collecting scientific information and data. In addition, another benefit of the questionnaire is that the data and information can be easily and quickly collected (Griffee, 2012). At the same time, more information can be collected in a shorter period of time than in interviews (Drnyei, 2003). However, subjects occasionally provide very common or superficial answers that are difficult for researcher to analyze. Therefore, it is necessary to use other research methods.
      In order to solve these three research problems, the researcher presented two questionnaires for teachers and students. All projects are multi-choice, which is the most convenient and effective method of analysis (Cohen et al., 2007). Wen (2004) emphasizes that the 5-level scale is the most representative selection level in the questionnaire, so all questionnaires use a 5-level scale. At the same time, in order to adapt to the current situation of rural primary schools, the researcher made a great adjustment to the design of the questionnaire, and pre-tested the teacher questionnaire and the student questionnaire. The questionnaire were improved several times according to the suggestions of the instructor and the first-line teacher. Both questionnaires were composed of multiple-choice questions and open questions to avoid subjective and unilateral questionnaires.
      3.4.1.1 Questionnaire I
      This questionnaire is a survey of rural primary school students' English learning strategies, English learning attitudes and English classroom teaching effects. Questionnaire I was established based on the student questionnaire of Lin (2011) Multimedia-assisted research on the status of high school English teaching. The Student Questionnaire consists of three parts. A total of 30 questions have been designed and can be divided into three parts.The first part is about student English learning strategy involving 10 questions, questions 1-10. The second part is about students learning attitudes including 10 questions and question 11-20. The third part is the effect of English classroom teaching, questions 21-30. Table 3.1 gives the detailed design of Questionnaire I. Each selection is divided into five levels, namely “strongly agree”, “agree”, “unsure”, “disagree” and “strongly disagree”. Each answer item is represented by a number, for example, “strongly disagree = 1” and “strongly agree = 5”.
      Table 3.1 The detailed information of Questionnaire I
      Dimension Question (s) Number
      English learning strategy 1-10 10
      Learning attitudes 11- 20 10
      Effect of English classroom teaching 21- 30 10
      Total 30 30
       
      3.4.1.2 Questionnaire II
      Questionnaire II is a questionnaire on teachers' attitude towards English teaching and the effectiveness of English classroom teaching under multimedia assist language learning.When designing the Teacher's Questionnaire was made based on Li (2001)'s Survey Questionnaire on the Application of Multimedia Courseware in High School English Reading Courses(for Teachers). There are 30 questions in the questionnaire, which was divided into two aspects. Question 1-15 is designed for teachers' English teaching attitudes assisted by multimedia. Question 16-30 aims to study teachers' views on the effectiveness of English classroom teaching. Table 3.2 provides a detailed design of questionnaire II.
      Table 3.2 The detailed information of Questionnaire II
      Dimensions Question Total Number
      Teachers' English teaching attitudes 1-15 15
      Teachers' views on the effectiveness of English classroom teaching 16-30 15
      Total 30 30
       
      3.4.2Interviews
      The interview was to clarify the answers in the questionnaire Leonard (2003) and found more convincing information. As a qualitative analysis method, the interview is a supplement to the test and the questionnaire to obtain further information. There are three types of interviews, structured, semi-structured, and unstructured (McDonough, 2000). In this study, semi-structured interviews were used because of its many advantages, such as appropriate flexibility, and allowing interviewees to adjust to the specific circumstances of the interview so that interviewees can freely answer these questions (Pang, 2013).
      3.4.2.1Interview I
      In order to better understand the views and attitudes of primary school students and their perceived problems on the application of multimedia in English teaching in rural primary schools , six students were interviewed and Interview I was designed. Nine questions were raised in this interview. Questions 1-3 attempt to provide information for solving the first research problem. Question 4-6 are to solve the second research problem. The purpose of question 7-9 is to solve the third research problem, that is, the teachers and students' views on the effectiveness of English classroom teaching.
      3.4.2.1Interview II
      In order to more fully understand the teachers' views and attitudes on the application of multimedia and the problems they think in rural primary school English teaching, four teachers were interviewed and Interview II was designed. Six questions were raised in this interview. Questions 1-3 attempt to provide information for solving the second research question. Question 4-6 are to solve the third research question. In addition, in order to determine the details of the conversation, the interviewee must be in a relaxed atmosphere and if necessary, the researcher can record the conversation on the mobile phone with the consent of the interviewee (McDonough, 2000).
      3.5Research procedures
      A total of 170 questionnaires were distributed in this survey, including 10 teacher questionnaires, 160 student questionnaires, 10 valid teacher questionnaires and 158 valid student questionnaires. The recovery rate of valid questionnaires was 98.75%. The teacher questionnaire was distributed and withdrawn by the author on June 5, 2019 in a primary school English classroom. The student questionnaire was distributed and collected by the author on June 12, 2019 in the school conference room. All questionnaires are not named. Before the teachers and students complete the questionnaire, they are told that the questionnaire is anonymous and the content of the questionnaire is protected to ensure the objectivity of the data.
      After the end of the questionnaire survey, the author used the prepared interview outline and immediately interviewed the teachers and students. After the questionnaire and interview, the author used excel to analyze and analyze the collected data. Data collection and data statistics were performed immediately after each questionnaire and interview.
      3.6Data collection and analysis
      The study used four research methods to collect data: the first was a questionnaire for students, the second was a questionnaire for teachers , the third was the interview record for the students, and the last was a record of teacher interviews.
      Subjects were surveyed before and after the experiment. The number of questionnaires was 170 and all questionnaires were valid. The results of the questionnaire were collected as soon as the student completed the questionnaire. After collecting all of this information, enter the data into excel for analysis and discussion.
      3.7Conclusion
      In summary, this chapter gives a detailed introduction to the research methods. Firstly, the research questions are raised. Secondly, the research design is proposed. Next, the data collection and analysis of this study is introduced. The questionnaire and interviews are described in detail. In addition, the research process includes questionnaires and interview surveys. Finally, a detailed discussion of data collection is provided.
      Chapter Four Data Analysis and Discussion
      This section uses learning strategy questionnaires and interviews to explore some of the more convincing information. After the questionnaire survey and the recording of the conversation, the researcher used content analysis to analyze the answers. Norton (2009) emphasizes that method can combine the search for rich meanings and deep understanding of research topics.
      4.1Data analysis and discussions of Research Question 1
      In order to study the first question, “What is the impact on the English learning strategies of rural primary school students after implementing CALL?” Questionnaires and interviews were conducted on 160 rural primary school students. Below are the results of a detailed analysis of the questionnaire and interviews.
      4.1.1Analysis of the Questionnaire I on English Learning Strategies
      Questionnaire I consists of three research questions used to explore and analyze the changes in students' English learning strategies, their attitudes towards English learning, and their views on the effectiveness of English classroom instruction. Among them, the purpose of Questionnaire I (questions 1-10) is to explore and analyze the changes in students' English learning strategies. Through data analysis, we can see the changes in students' English learning strategies. In order to ensure the accuracy of the data, the content analysis method is used in the data analysis process to analyze the data as a whole, and the following data are obtained:
       
      Table 4.1 Statistics of the questionnaire on English Learning Strategies
      Dimensions Items Strongly
      agree Agree Unsure Disagree Strongly disagree
      English
      Learning
      Strategies 1.I make an English study plan. 30% 32.20% 24.20% 8.10% 4.50%
      11.80% 31.60% 34.50% 17.90% 4.20%
      2.I study English according to a planned schedule 11% 32.20% 18.70% 36.40% 1.70%
      5.50% 34.90% 30.50% 24.20% 4.90%
      3.I often reflect on English I have learned. 24.10% 37.50% 19.30% 13.30% 5.80%
      15% 37.50% 22.90% 22.20% 2.40%
      4.I will contact the context to understand English. 21.50% 35.40% 29.20% & 90% 5%
      5.30% 36.10% 44.60% 11.20% 2.80%
      5.I pay attention to the accumulation of English 24.60% 37.10% 28.70% 7.40% 2.20%
      14.90% 28.80% 11.20% 20.80% 15.30%
      6.I learn English by repeating memories over and over again. 17.60% 21.80% 51.90% 5.50% 3.20%
      10.80% 26.40% 44.50% 15.10% 3.20%
      7.In order to improve my English, I have done a lot of reading. 20.6% 38.5% 23.8% 12.3% 4.8%
      7.8% 18.9% 55.8% 11.2% 6.3%
      8.I can integrate English learning resources reasonably. 30% 35.5% 20% 9% 5.5%
      13.5% 28.5% 40.5% 12.5% 6%
      9.I can use the context learning strategy to learn English. 12.5% 25.5% 35.5% 15.5% 11%
      5.5% 15.3% 55.5% 19.5% 4.2%
      10.I can use the grammatical structure strategy to learn English. 30.8% 39.2% 12.5% 7.8% 9.7%
      19.5% 29.7% 35.2% 9% 6.6%
       
      The data after using multimedia-assisted teaching shows that the response of students'
      English learning strategies is shown in the table. By analyzing the data in the above
      table, it can be seen intuitively that a large number of students in the two groups
      surveyed can Accept and use the appropriate English learning strategies to learn.
      The changes in students' English learning strategies after using multimedia assisted teaching are shown in the Table4.1. Through the analysis of the data in the above table, it can be seen intuitively that in the two groups of students surveyed, a large number of students can accept and use the corresponding English learning strategy to study.Among them, the data of the first group of students in each question is higher than the second group, especially in question 8, the first group of students is 23.5% higher than the second group. In the seventh question, the first group of 59.1% of students indicated that they could improve their English through English learning strategies in computer-assisted language learning applications, compared with only 26.7% of students in the second group. This also indirectly shows that the majority of students are still able to accept the computer-assisted teaching model. Students who fail to make reasonable use are simply missing the right guidance or interference from other external factors.
      4.1.2Analysis and discussion of Interview I on English Learning Strategy
      In addition to questionnaires, the research tool Interview makes the data more persuasive. Norton (2009) suggested that the interview should be analyzed using a content analysis model, which would contribute to a better understanding of the research issues.
      The results of the student interviews and relevant information are explained in detail in Table 4.2. It is believed that the interview can effectively make up the shortcomings of the questionnaire to solve the first research problem. Question 1-3 aims to understand the relationship between English learning strategies and multimedia assisted English teaching.
       
      Table 4.2(a) Students' answers and author's comments on Question 1
      Question 1: What strategy do you use to promote English learning?
      Students Students' answers Author's comments and analysis
      Student 1 I often use pronunciation memory words, which makes me more willing to communicate with people in English. According to the answers of these five students, the students' English learning strategies have changed, and they are more conducive to students learning English.
      Student 2 Listen to tapes, watch English TV shows,
      English original cartoons, and English fairy tale books.
      Student 3 When I remember a word, I will try to relate the sound and shape of the word.
      Student 4 I will put words together with similar spellings.
      Student 5 I will associate words with similar or
      Question 2: What is the impact of multimedia-assisted language learning on your English learning strategies?
      Students Students' answers Author's comments and analysis
      Student 1 CALL will give me some imagination in the structure of words. From these five students who answered the questions, we can see that CALL has entered their studies and played an active role in their study, which is helpful for their study.
      Student 2 After using CALL, I will tag the image and use the image to learn
      Student 3 CALL allows me to take action when I learn a word.
      Student 4 I will actively participate in the English Corner to let myself speak English.
      Student 5 After finishing each English class, I will review it in time and repeat the memory.
       
      Table 4.2(b) Students' answers and author's comments on Question 1
      Question 3:How does multimedia-assisted instruction change your English learning strategy?
       
      opposite meanings from the meaning of words.
      Student 1 When I meet the key sentence patterns mentioned in the English class, I will focus on it. From the answers of these students, CALL has changed the English learning strategies of students, and through various ways to train students' English skills, cultivate students' English learning habits and form English thinking.
      Student 2 Listen to an English song every day and try to read fluently.
      Student 3 I actively participate in various competitions to develop good English learning habits.
      Student 4 When I speak English, I can directly think of English words and develop the habit of thinking in English.
      Student 5 I can stick to the habit of morning reading.
      Table 4.2 shows students' perceptions of CALL changing their English learning strategies. As can be seen from their answers, these students believe that CALL
      promotes the use of English learning strategies. As a result of the traditional English teaching methods, students can only memorize by rote, which has a great impact on students' English learning. While CALL has changed this situation initially. On the one hand, students can gradually use English learning strategies and become proficient users of learning strategies. On the other hand, CALL makes students' learning strategies and learning content are combined to enable students to learn in specific learning situations, so that students can learn to choose and use learning strategies.
      As can be seen from Table 4.1, the student's English learning strategy has been improved. By summarizing Questionnaire 1 and Interview 1, we can conclude that CALL has a great influence on English learning strategies.
      To sum up, most of the students in the two groups surveyed were happy to accept and were able to use relevant English learning strategies. Students who fail to make reasonable use of them lack proper guidance or other external factors. The second interview showed that students increasingly use English learning strategies through CALL. The conclusion is that this new learning method is conducive to the development of English learning strategies, which serve as in line with the findings of Park (2011) (see section 2.3.1 in Chapter Two). Thus the first research question is
      addressed effectively.
      4.2Results and discussion of Research Question 2
      In order to solve the second problem: What effect does multimedia assisted have on English classroom teaching? The researcher used questionnaires of student and teacher , as well as student and teacher interviews.
      4.2.1Analysis of the Questionnaire I on the effect of English classroom
      The purpose of Questionnaire I (Question 11-20) is to explore and analyze students' perceptions of the effect of English classroom teaching under multimedia-assisted language learning. In order to ensure the accuracy of the data, the content analysis method was used in the data analysis process to analyze the data as a whole, and the following data are obtained:
      Table 4.3 Statistics of the questionnaire I on the effect of classroom teaching
      Dimensions Items Strongly
      agree Agree Unsure Disagree Strongly disagree
      Effect of classroom teaching 11.CALL has stimulated my interest in learning. 29% 25.30% 35.20% 6.90% 3.60%
      26.10% 29.00% 30.30% 12.90% 1.70%
      12.CALL is conducive to the establishment of student-centered classroom teaching. 23% 24.30% 33.60% 9.80% 9.30%
      15.00% 23.20% 27.50% 13.20% 11.10%
      13.CALL is conducive to the establishment of teacher-led classroom teaching. 23.50% 29.70% 33.20% 7.30% 6%
      13.50% 22.30% 45.60% 10.70% 7.90%
      14.CALL is conducive to enhancing learning initiative classroom teaching. 22.60% 24.30% 30.70% 15.60% 7%
      11.50% 15.90% 39.50% 22.30% 10.80%
      15.CALL has inspired my imagination. 23.50% 28.90% 36.20% 6.40% 5.00%
      18.70% 22.30% 42.50% 9.30% 7.30%
      16.CALL is conducive to the role of students. 15.80% 17.60% 31.50% 20.80% 14.30%
      11.90% 25.70% 37.60% 16.90% 7.90%
      17.CALL is conducive to cultivating students' innovative spirit. 25.30% 27.60% 35.20% 5.60% 6.30%
      15.90% 22.10% 42.60% 11.40% & 00%
      18.I use the multimedia teaching to understand the sentence more easily. 13% 25.00% 42.00% 9.80% 10.20%
      9.00% 13.50% 48.00% 19.80% 9.70%
      19.Using multimedia teaching, I can vividly and quickly remember the meaning of words. 24.70% 33.60% 36.90% 3.00% 2%
      21.90% 29.60% 29.30% 11.90% 7.30%
      20.I feel very helpful in my English study. 29.60% 30.80% 27.30% 6.30% 6.00%
      26.50% 28.90% 30.40% 11.20% 3.00%
      After using multimedia assisted teaching, the data on the classroom teaching effect of
      the two groups of students is shown in the Table4.3. An analysis of the data in the
      above table shows that most of the students in the two groups surveyed have a high
      degree of satisfaction with the English classroom under computer-assisted teaching
      and have acquired a lot of new knowledge in the classroom. Among them, question 2,
      3, 4, and 5 are all related to the direct impact of this model on students. The most critical issues are question 9 and question 10. In question 9, 58.3 % and 51.5 % of the students in the first group and the second group respectively believed that the use of multimedia assisted teaching in the classroom was very successful. In question 10, 60.4 % of the students in the first group and 55.4 % in the second group were interested in learning English through this teaching method.
      4.2.2Analysis of the Questionnaire II on the effect of classroom teaching
      The purpose of questionnaire II(items 1-15) is to explore and analyze teachers' views on the effectiveness of English classroom teaching under CALL. In order to ensure the accuracy of the data, the content analysis method is used to analyze the data as a whole during the data analysis process, and the following data are obtained:
      Table 4.4 Statistics of the questionnaire II on the effect of classroom teaching
      Dimensions Items Strongly
      agree Agree Unsure Disagre
      e Strongly disagree
      the effect of 1.CALL has stimulated students' interest in 40% 29.20% 19.50% & 10% 3.20%
      classroom teaching learning. 36.00% 25.80% 22.50% 11.70% 4.00%
      2. CALL helps to establish student-centered 38.70% 32.50% 25.30% 2.00% 1.50%
      classroom instruction. 30.80% 39.20% 12.50% 7.80% 9.70%
      3.CALL helps to establish teacher-led classroom teaching. 52.00% 25.00% 12.00% 6.00% 5%
      36.00% 25.80% 22.50% 11.70% 4.00%
      4.CALL has created a classroom teaching that enhances students' initiative in learning. 47% 29.20% 10.20% 12.40% 1.00%
      25.70% 23.80% 35.50% 9.00% 6.00%
      5.CALL helps to stimulate students' imagination. 35.80% 28.50% 18.90% 9.80% 7.00%
      25.90% 28.80% 32.80% 9.30% 3.20%
      6.CALL is conducive to the role of students. 21.50% 35.40% 29.20% & 90% 5%
      17.60% 21.80% 51.90% 5.50% 3.20%
      7.CALL improves students' innovative spirit. 24.60% 37.10% 28.70% 7.40% 2.20%
      29.00% 31.40% 29.60% 7.00% 3%
      & CALL helps students understand English. 22.90% 35.80% 36.50% 3.00% 1.80%
      17.90% 33.40% 45.00% 2.00% 1.70%
      9.CALL contributes to vivid and fast English learning. 30% 32.20% 24.20% 8.10% 4.50%
      11.80% 31.60% 34.50% 17.90% 4.20%
      10.CALL is a great help to my teaching work. 29.00% 31.50% 23.80% & 70% 7.00%
      17.80% 28.90% 25.90% 12.70% 14.70%
      11.CALL can create English context for students. 32.80% 36.20% 13.50% 7.80% 9.70%
      27.50% 29.70% 27.20% 9% 6.60%
      12.CALL helps students focus their attention. 17.60% 21.80% 51.90% 5.50% 3.20%
      10.80% 26.40% 44.50% 15.10% 3.20%
      13.The use of CALL helps to increase students' enthusiasm for participating in class activities. 21.60% 35.10% 29.70% 11.40% 4.20%
      14.90% 28.80% 11.20% 20.80% 15.30%
      14.Compared with traditional teaching, the overall effect of CALL English classroom teaching is very good. 12.50% 25.50% 35.50% 15.50% 11%
      5.50% 15.30% 55.50% 19.50% 4.20%
      15.Since the school's configuration of multimedia facilities, it has had a great effect on my English classroom. 20.60% 38.50% 23.80% 12.30% 4.80%
      7.80% 18.90% 55.80% 11.20% 6.30%
      After teachers used CALL, the classroom effects were shown in the Table4.4. By
      analyzing the data in the above table, it can be concluded that in the two groups of
      teachers surveyed, some teachers have very good evaluation of the classroom effect of
      the English classroom under computer-assisted language learning teaching. In
      question 1, 69.2 % of the first group and 61.8 % of the second group of teachers
      believed that CALL helped improve students' learning of English in the classroom. In question 7, 61.7 % of the first group and 60.4 % of the second group, the data are not much different. This shows that both groups of teachers agree that computer-assisted language learning are very helpful to students' innovation ability in the classroom and have positive effects in the classroom.
      4.2.3Analysis and discussion of Interview I on the effect of classroom teaching Interviews can effectively compensate for the shortcomings of Questionnaire I and Questionnaire II to solve the second research problem.Interview I is the student's point of view on the effect of English classroom teaching. Question 4-6 aims to understand the English classroom effect based on CALL.
      Table 4.5 (a) Students' answers and author's comments on Question 2
      Question 4:Do you like the classroom learning atmosphere under CALL?
      Students Students' answers Author's comments and analysis
      Student 1 The teacher uses multimedia technology to create an image of the teaching situation, create a good learning atmosphere, and stimulate my self-learning ability. According to the answers of the five students, students are very fond of the classroom learning atmosphere under the call. They think this can provide a more relaxed learning environment and enhance their interest in English learning.
      Student 2 According to the content of the class, the teacher creates a better learning atmosphere through multimedia
      presentation, so that knowledge can be better taught to students in the classroom.
      Student 3 The intuitiveness of multimedia can lead to direct interest of students and create a relaxed and pleasant teaching atmosphere.
      Student 4 CALL can encourage me to engage in active and healthy communication and give me more opportunities to use English.
      Student 5 Multimedia combines textbook knowledge with online knowledge, creating a more comprehensive learning environment for me.
      Table 4.5 (b) Students' answers and author's comments on Question 2
      Question 5:Do you wish to continue to apply CALL to the further study of English classes?
      Students Students' answers Author's comments and analysis
       
       
      Student 1 CALL can enrich the content of English classes and attract my attention, so I hope to continue to apply CALL to English classes. From these five students, we can see that CALL has been applied to English classes and played an active role in their study, which is helpful for their study, so they hope to continue to apply multimedia assisted instruction. In the English class.
      Student 2 Teachers can use the projector to carry out exercises, and I can drill feedback information in time to improve the efficiency of English lessons.
      Student 3 Multimedia can make the classroom vibrant, enabling me to learn independently in English classes.
      Student 4 CALL allows me to practice English actively in English class and use English to mobilize my enthusiasm.
      Student 5 CALL can make me learn English. It is no longer a passive acceptance process, but an active participation process.
      Question 6:Do you think that CALL can improve your English learning skills?
      Students Students' answers Author's comments and analysis
      Student 1 CALL enriches the content of speaking and writing, shortens the training cycle of students and improves the quality of teaching From the answers of these students, CALL can improve students' English learning skills and exercise their English thinking in various ways to form students' English learning habits.
      Student 2 Using multimedia means, students can consciously let students listen to English recordings and watch English videos, laying the foundation for improving their ability to speak and write.
      Student 3 Multimedia can effectively improve students' reading ability by allowing students to acquire more knowledge through visuals.
      Student 4 The participation of multimedia has effectively improved the English level of my listening and reading.
      Student 5 CALL can stimulate my interest in learning, which is more conducive to my English ability improvement.
      Table 4.5 summarizes the responses of all students interviewed to question 2. Students generally believe that they all like and benefit from English classroom teaching based on CALL. Students like the rich resources provided by CALL. English courses under CALL are increasingly attractive. At the same time, some students like the atmosphere of English class because they no longer feel nervous and stressed in
      English class under CALL. CALL can enrich teaching content, update teaching methods and diversify teaching methods, give consideration to students' interests, make students more willing to learn English, help students to learn English actively, cultivate students' English learning ability, and thus improve the role of teaching quality.
      4.2.4Analysis and Discussion of Interview II on the effect of English classroom teaching
      Interviews can effectively supplement the shortcomings of questionnaire I and Questionnaire II to solve the second research problem. Interview II is the teacher's view of the effect of English classroom teaching. Question 1-5 aims to understand the English classroom effect based on CALL.
       
      Table 4.6(a) Teachers' answers and author's comments on Question 2
      Question 1: Do you like the classroom teaching atmosphere under CALL?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 Multimedia can help to create the atmosphere, and proper use of multimedia can improve the classroom atmosphere According to the answers of the three teachers, the teacher likes to use multimedia technology very much. They believe that this can provide a richer teaching resources to motivate students to learn English.
      Teacher 2 Play related pictures, Flash animation sound effects, these will help improve the classroom effect, introduce students into the mood, so that students can not forget
      Teacher 3 Multimedia can connect to the network, help handle massive amounts of information, create vivid scenes, and render classroom atmosphere
      Question 2: What do you think of CALL affecting your English teaching?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 CALL can free me from the embarrassing situation of wanting to transfer more knowledge but no resources available. According to the answers of the three teachers, the teacher believes that CALL has a positive impact on English teaching. They believe that this can provide more resources and create more learning situations.
      Teacher 2 From the original blackboard teaching to the current courseware teaching, CALL can show more teaching resources.
      Teacher 3 I can create a variety of situations with multimedia to enrich my English teaching.
      Question 3: How do you think CALL can change your English teaching?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 CALL can make a large amount of network resources directly presented in the classroom for teaching, so that the classroom capacity is infinitely expanded. According to the answers of the three teachers, CALL can change the teaching method of English through rich teaching resources and the formation of students' thinking.
      Teacher 2 CALL can mobilize and deepen students' thinking from multiple angles and levels
      Teacher 3 Under CALL, my English teaching has changed from a two-way communication model to a three-way communication model, which enables students to learn independently.
       
      Table 4.6(b) Teachers' answers and author's comments on Question 2
      Question 4:Do you think that CALL can improve your students' English learning skills?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 CALL can attract students' attention and concentrate students' thinking, thus enhancing students' reading ability. The three teachers believe that CALL can improve your students' English learning skills, including listening, speaking, reading, and writing.
      Teacher 2 In the English class, the creation of an effective teaching atmosphere enables students to seek active development in active activities.
      Teacher 3 Large-capacity, fast-paced classroom teaching, which strengthens students' comprehensive training in four aspects of listening, speaking, reading and writing
      Question 5:Do you wish to continue to apply CALL to the further study of English classes?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 I think that the uniqueness of multimedia is an incomparable advantage of traditional teaching methods. From the content of the three teachers' responses, they hope to continue to apply
      multimedia-assisted instruction to English classes because it is conducive to the continuous development of students' English.
      Teacher 2 CALL can make the classroom colorful, the knowledge capacity is larger, and the vision is more open.
      Teacher 3 CALL meets the student's cognitive level and can also cater for the needs of all students.
       
      It is relatively difficult to create an appropriate language environment, with the assistance of multimedia in classroom teaching, teachers can create a more authentic language environment with the help of multimedia according to the actual teaching needs, so as to arouse students' interest in learning English and achieve good teaching results.
      For the second research question, we can see from Tables 4.3, 4.4, 4.5, 4.6 that CALL has a very important influence on the effectiveness of English classroom teaching. Some students believe that CALL helps to stimulate their learning motivation and
      enhance their confidence, thus improving the effectiveness of English classroom teaching. Other teachers believe that CALL can enrich students' learning resources and mobilize students' direct interest, thus improving the effectiveness of English classroom teaching. In summary, the results of the questionnaire and the analysis of the interview provide evidence for the CALL English classroom effect, which exactly supports Tsai (2015) research. The specific findings of Tsai (2015) can be found in chapter II 2.3.2.
      4.3Data analysis and discussions of Research Question 3
      In order to study the third question, What attitude do teachers and students have towards English teaching under multimedia technology? Questionnaire survey and interviews were conducted with teachers and students. Also, the questionnaire and interview results are analyzed in detail.
      4.3.1Analysis of the Questionnaire I on English Learning Attitude
      The purpose of questionnaire I(Question 21-30) is to explore and analyze students' attitude towards English learning under CALL. Through the data analysis, we can see the change of students' attitude towards English learning. In order to ensure the accuracy of the data, the content analysis method is used to analyze the data as a whole during the data analysis process, and the following data are obtained:
      Table 4.7 Statistics of the questionnaire I on English Learning Attitude
      Dimensions Items Strongly
      agree Agree Unsure Disagree Strongly disagree
      English Learning Attitude 21.I think that providing diverse forms of resources such as text, video, and PPT can improve my interest in learning English. 40% 29.20% 19.50% 8.10% 3.20%
      26.10% 29.00% 30.30% 12.90% 1.70%
      22.Self-perception through multimedia-assisted teaching is more motivating for learning English than in the past. 47% 29.20% 10.20% 12.40% 1.00%
      27.00% 28.90% 32.10% 7.20% 4.80%
      23 ..Multimedia-assisted learning has greatly changed my attitude towards English learning. 1.00% 12.40% 10.20% 29.20% 47%
      4.80% 7.20% 32.10% 28.90% 27.00%
      24.Multimedia-assisted learning can reduce my English learning pressure. 52.00% 25.00% 12.00% 6.00% 5%
      36.00% 25.80% 22.50% 11.70% 4.00%
      25.Through multimedia-assisted learning, I feel that the design of English classes is very easy and interesting. 35.80% 28.50% 18.90% 9.80% 7.00%
      25.90% 28.80% 32.80% 9.30% 3.20%
      26.Under the multimedia-assisted teaching, the information provided by the teacher is very rich and close to our life. 38.70% 32.50% 25.30% 2.00% 1.50%
      25.70% 23.80% 35.50% 9.00% 6.00%
      27.Multimedia-assisted teaching can effectively improve my English reading and learning efficiency. 29.00% 31.50% 23.80% & 70% 7.00%
      17.80% 28.90% 25.90% 12.70% 14.70%
      28.I am very happy when I read an English article. 30% 32.20% 24.20% 8.10% 4.50%
      11.80% 31.60% 34.50% 17.90% 4.20%
      29.Multimedia-assisted teaching is scientific and reasonable, and can effectively promote my English learning 29.00% 31.40% 29.60% 7.00% 3%
      13.80% 25.90% 35.80% 13.50% 11.00%
      30.Multimedia-assisted instruction makes me more likely to read English in person rather than listening to others. 30.80% 39.20% 12.50% 7.80% 9.70%
      29.50% 29.70% 25.20% 9% 6.60%
       
      Data from the use of CALL show that the results of students' English learning attitudes are shown in the table. From the analysis of the data in the above Table, it can be concluded that in the two groups of students surveyed, a large number of students have a very good attitude towards English learning under computer-assisted language learning. In question 1, the first group of 69.2 % and the second group of
      55.1% students both aroused strong interest in English. In questions 7 and 9, although
      15.7% and 21.9 % of the students in the first group and the second group,
      respectively, expressed their opposition, the support attitude was still much higher
      than the opposition attitude. It is a direct reflection of the benefits of CALL for
      students. The most important question is Question 10. The results of the Question 10
      show that more than half of the students in the first group and the second group feel
      38
      that CALL has provided a lot of help for English learning.
      4.3.2 Analysis of the Questionnaire II on English Teaching Attitude
      Questionnaire II (Question 16-30) aims to explore and analyze teachers' attitudes toward English teaching in CALL. Through data analysis, we can see the teacher's attitude towards English teaching. In order to ensure the accuracy of the data, the content analysis method is used in the data analysis process to analyze the data as a whole, and the following data are obtained:
       
      Table 4.8 Statistics of the questionnaire II on English Teaching Attitude
      Dimensions Items Strongl
      y agree Agree Unsure Disagre
      e Strongl
      y disagree
      Teacher's attitude towards English teaching 16.Multimedia provides a variety of resource forms such as text, video, and PPT to enhance students' enthusiasm for learning English. 47% 29.20% 10.20% 12.40% 1.00%
      27.00% 28.90% 32.10% 7.20% 4.80%
      17.CALL has made me more motivated to carry out English teaching work than in the past. 1.00% 12.40% 10.20% 29.20% 47%
      4.80% 7.20% 32.10% 28.90% 27.00%
      18. Through CALL, my attitude towards English teaching has been greatly changed. 29.00% 31.40% 29.60% 7.00% 3%
      13.80% 25.90% 35.80% 13.50% 11.00%
      19.CALL can reduce my English teaching pressure. 30.80% 39.20% 12.50% 7.80% 9.70%
      29.50% 29.70% 25.20% 9% 6.60%
      20.Through CALL, I feel that the teaching design of English classes has become very easy and interesting. 35.80% 28.50% 18.90% 9.80% 7.00%
      25.90% 28.80% 32.80% 9.30% 3.20%
      21.In the context of CALL, students are provided with information that is rich and close to their lives. 38.70% 32.50% 25.30% 2.00% 1.50%
      25.70% 23.80% 35.50% 9.00% 6.00%
      22.CALL can effectively improve students' English reading and learning efficiency. 30.80% 39.20% 12.50% 7.80% 9.70%
      19.50% 29.70% 35.20% 9% 6.60%
      23.CALL allows students to have a good mood when reading English articles. 24.10% 37.50% 19.30% 13.30% 5.80%
      15% 37.50% 22.90% 22.20% 2.40%
      24. CALL is scientific, reasonable and effective in promoting my English teaching. 21.50% 35.40% 29.20% & 90% 5%
      5.30% 36.10% 44.60% 11.20% 2.80%
      25.CALL allows students to enjoy reading English in person rather than listening to me. 24.60% 37.10% 28.70% 7.40% 2.20%
      14.90% 28.80% 11.20% 20.80% 15.30%
      26. CALL makes my classroom evaluation more diversified 30% 35.50% 20% 9% 5.50%
      13.50% 28.50% 40.50% 12.50% 6%
      27.CALL helps students proactively construct their own knowledge and competence systems. 30% 32.20% 24.20% & 10% 4.50%
      11.80% 31.60% 34.50% 17.90% 4.20%
      28. CALL promotes the diversity of student assignments. 29.00% 31.50% 23.80% & 70% 7.00%
      17.80% 28.90% 25.90% 12.70% 14.70%
      29.CALL promotes the diversity of classroom communication methods. 12.50% 25.50% 35.50% 15.50% 11%
      5.50% 15.30% 55.50% 19.50% 4.20%
      30.CALL is an important part of my English teaching. 30% 32.20% 24.20% 8.10% 4.50%
      11.80% 31.60% 34.50% 17.90% 4.20%
       
      The attitude of teachers to English teaching after using CALL is shown in the Table. Through the data analysis of the Table, it can be concluded that most teachers are very active in English teaching under computer-assisted language learning. In Question 4, Question 5, Question 6 these three questions. The support attitude of the first group of teachers is significantly higher than that of the second group. It shows that most teachers in the first group have been able to use this teaching method to reasonably promote classroom teaching. In particular, Question 14, 34 percent of teachers in the first group and 20.8 percent of teachers in the second group expressed support, which means that this method had an impact on the teaching attitude of teachers.
      4.3.3 Analysis and discussion of Interview I on the attitude of student
      Qualitative measurements, including questionnaires and interviews, were used to address the third research question. At the same time, the interview can effectively supplement the questionnaire I and Questionnaire II. Interview I is a student's attitude towards English learning under CALL. Question 7-9 aim to understand CALL based English learning attitudes.
      4.9 (a)Students' answers and author's comments on Question 3
      Question 7:What changes have you made in your English study?
      Students Students' answers Author's comments and analysis
      Student 1 I used to be mere memorizing. Now I can have a strategic memory based on the content of the courseware. According to the answers of these five students, compared with before, the enthusiasm and autonomy of students in English learning have improved, and they are more willing to learn English.
      Student 2 Now I can expand my imagination based on the background of the courseware and help me remember.
      Student 3 Music and pictures related to the course content will make you more interested in learning English.
      Student 4 The contextuality of multimedia allows students to closely connect with the reality and mobilize my enthusiasm for learning.
      Student 5 After using CALL, my oral communication skills have improved.
       
       
      4.9 (b)Students' answers and author's comments on Question 3
      Question 8: How does CALL affect your English attitude?
      Students Students' answers Author's comments and analysis
      Student 1 Using information technology can stimulate my interest in learning English. From these five students who answered the questions seriously, we can see that CALL has a positive influence on students' attitude towards English learning, stimulates students' interest in English learning, and mobilizes students' enthusiasm for learning English.
      Student 2 Using information technology can improve my self-learning ability.
      Student 3 CALL inspired my curiosity and made me want to learn English more.
      Student 4 The teacher played the animation of the teaching content, which fully mobilized my enthusiasm for learning English.
      Student 5 After improving the way students learn, I prefer to learn English.
      Question 9: Under the CALL, do your English learning motivation and learning autonomy improve?
      Students Students' answers Author's comments and analysis
      Student 1 The application of multimedia technology has activated the classroom atmosphere and inspired my autonomy in learning English. From the answers of these students, it is found that under the
      multimedia-assisted teaching, students have a certain degree of improvement in the motivation and autonomy of learning English, and cultivate students' English thinking, so that students can think more positively.
      Student 2 The rich extracurricular knowledge makes the classroom effect more vivid and makes me learn English more actively.
      Student 3 The teaching content under CALL is novel, which makes me think positively.
      Student 4 The teaching methods are lively and diverse, which can attract my attention and stimulate my motivation to learn.
      Student 5 With abundant resources, I can make full use of my own needs and mobilize my initiative.
      Table 4.9 summarizes the responses of all students interviewed to question 3. Students generally believe that using information technology can attract their attention and thus stimulate their interest in learning English. They all like English teaching based on CALL and have a positive attitude towards English teaching. At the same time, some students also believe that the abundant network resources can overcome the limitations of physical teaching tools, so that they truly self-study, and thus actively participate in English teaching activities.
       
      4.3.4Analysis and Discussion of Interview II on English Teaching Attitudes Interview II is a teacher's attitude towards English teaching under CALL. Question
       
      6-10 aims to understand CALL English teaching attitudes.
      Table 4.9(a) Teachers' answers and author's comments on Question 3
      Question 6: What changes have you made in English teaching compared to before?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 In terms of teaching, from the original simple explanation to the current group work, using multimedia to create scenarios to guide students to practice According to the answers of the three teachers, teachers have changed a lot in English teaching compared with before, and they are now more willing to guide students to learn.
      Teacher 2 From the original “What should we teach” to the current “What are the conditions for promoting foreign language learning?”
      Teacher 3 The original classroom is centered on the teacher. Now, through multimedia teaching, students are encouraged to think, discuss, and answer questions, thus broadening students' thinking.
      Question 7: What do you think of CALL affecting students' English attitudes?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 Multimedia can give students a visual impact, and at the same time, it can appropriately stimulate students' direct interest in listening. From the responses of these three teachers, it can be found that under CALL, students'
      self-learning ability has been improved and they are more interested in English learning, so students have a positive attitude towards English learning.
      Teacher 2 English learning requires a good environment. Teachers use multimedia to play recorded texts and pictures, which can improve students' interest in English.
      Teacher 3 Using multimedia technology can make the content of teaching vivid, give play to the main role of students, and promote students' initiative
       
      Table 4.9(b) Teachers' answers and author's comments on Question 3
      Question 8:Under CALL instruction, do you think students have improved their motivation and autonomy in English learning?
      Teachers Teachers' answers Author's comments and
      analysis
      Teacher 1 Using multimedia technology can create a relaxed atmosphere that motivates students to learn and motivate students' English learning motivation Through the answers of these three teachers, it can be found that under CALL, students'
      motivations for learning English and autonomy in learning English are significantly improved, and students are more willing to learn English.
      Teacher 2 CALL can supplement the teaching content, can give guidance in the students' self-study, and cultivate students' self-learning mode.
      Teacher 3 CALL can improve students' learning process and improve their self-learning ability.
      Question 9: How do you think CALL is attractive to students?
      Teachers Teachers' answers Author's comments and
      analysis
      Teacher 1 The use of CALL helps to develop classroom scenarios, enable students to learn and enjoy themselves in immersive learning. The three teachers believe that CALL is very attractive to
      students, students learn English more actively, and their interest in learning English has been greatly improved.
      Teacher 2 Using multimedia technology to introduce new lessons, stimulate students' curiosity from many perspectives, and make them have the desire to learn.
      Teacher 3 The rich diversity of multimedia greatly stimulates students' interest in learning
      Question 10: Do you think CALL is a good way to improve the quality of classroom teaching?
      Teachers Teachers' answers Author's comments and analysis
      Teacher 1 When creating courseware, I often use appropriate English songs to introduce them, so that students can easily understand the theme first, which will improve teaching efficiency. From the content of the three teachers' answers, as a teaching method, CALL can improve the quality of classroom teaching.
      Teacher 2 When facing difficulties in connecting old and new knowledge, I should use multimedia to bring students into the problem situation, thus improving the classroom teaching effect.
      Teacher 3 As a teaching method, CALL can provide students with a comprehensive learning environment for English and improve the quality of classroom teaching.
       
      The data in Table 4.10 can be summarized as positive attitudes towards English
      teaching on the part of both teachers and students. For teachers, under CALL, teachers
      can more fully master teaching resources and change teaching methods to improve
      44
      teaching efficiency. CALL can promote teachers to further improve classroom teaching, make the teaching process more scientific, help teachers to grasp and use time more reasonably in class, so as to attract students' attention and enable students to accept and master more knowledge in class. It is an effective means to optimize English teaching. For students, the teaching scene created by CALL can attract students' attention and motivate them to make them more willing to learn English. Judging from the interview data, it can be shown that both teachers and students like English, so that students' English learning and teachers' confidence in English teaching have been strengthened. Based on the summary of questionnaire I and questionnaire II and the information of interview I and interview II, we can conclude that teachers and students have a very positive attitude towards English teaching under CALL. As mentioned above, this new teaching method facilitates the development of teachers' and students' attitudes towards English and is consistent with the findings of Hashemi (2011).
       
      4.4Summary of Chapter 4
      In this chapter, the analysis and conclusions are summarized as follows:
      Table 4.11 An illustration of the research questions and research results
      Research Questions Research instruments Research findings
      1. What is the impact on the English learning strategies of rural primary school students after implementing CALL? Questionnaire I on English Learning Strategies; The Interview I (Items 1-3). Under CALL, students' English learning strategies have changed a lot, and students can use English learning strategies more frequently.
      2.What effect does CALL have on English classroom teaching? Questionnaire I and
      Questionnaire II on the effectiveness English
      classroom teaching; The Interview I (Items 4-6) and Interview II (Items 1-5). Under CALL, both teachers and students believe that the
      effectiveness of English classroom teaching has been significantly improved.
      3. What attitude do teachers and students have towards English teaching under CALL? Questionnaire I and
      Questionnaire II on English teaching attitude; The Interview I (Items 7-9) and Interview II (Items 6-10). Under CALL, teachers and students have a positive attitude towards English teaching.
       
      In this part, all data are analysed and discussed. Table 4.10 shows that the researcher addressed the three research questions through questionnaires and interviews. In addition, in order to solve each problem, the author provides a comprehensive analysis. In short, CALL has a positive impact on English teaching. On the one hand, CALL has improved the use of English learning strategies for rural primary school students. On the other hand, CALL enhances the effectiveness of English classroom teaching. Finally, CALL enables teachers and students to take a positive attitude towards English teaching.
      Chapter Five Conclusion
      The fifth chapter is the conclusion of this article. This chapter introduces the main findings, significance, limitations of the study and suggestions for further research.
      5.1Major findings
      This thesis studies the influence of CALL on English learning strategies of rural primary school students. After a series of research discussions and analysis, the results are summarized as follows.
      5.1.1Major findings on Research Question 1
      The first research question in this study is what changes have been made in the learning strategies of rural primary school students after computer-assisted language learning teaching? The researcher collected the results of questionnaire 1 and interviews and found that after CALL, students used English learning strategies more frequently. According to the division of the frequency use of the University of Oxford (1990) the frequency has increased from “ little” to “sometimes”. At the same time, the data presented by the interview provides a strong explanation for the results of the questionnaire survey. Students also thought they could use learning strategies more frequently in learning English. In addition, the positive role of CALL has also been recognized by students.
      To sum up, CALL has positive significance for students to use English learning strategies. On the one hand, this finding confirms the research of Park (2011) that CALL helps improve English learning strategies. On the other hand, this finding also contributes to research in this field because it proves the specific improvement of students compared to previous studies.
      5.1.2Major findings on Research Question 2
      The second question is what effect does CALL have on English classroom teaching? Through the analysis the data of questionnaires I and II, it is concluded that the classroom teaching effect of CALL has improved significantly. In addition, the answer to interviews I and II also show that with the help of CALL, students are more confident in completing English tasks and their English ability has improved significantly. Therefore, the third research question, CALL can effectively improve the effectiveness of English classroom teaching, which further confirms the results of Tsai (2015) that CALL can helps improve students' English proficiency.
      5.1.3Major findings on Research Question 3
      The third research question in this study is what attitude teachers and students have towards English teaching under multimedia technology.
      Through the analysis of the questionnaire I and II data, it is concluded that after using CALL, teachers and students have improved their attitude towards English teaching under multimedia technology significantly. At the same time, this result was also deeply confirmed by interview I and II. Students and teachers believed that after using CALL, their attitude towards English teaching has significantly improved.
      To sum up, CALL plays an active role in the teaching attitude of teachers and students. In addition, this conclusion also confirms Hashemi (2011)'s view that CALL can help improve English teaching attitudes. On the other hand, this conclusion also confirms that the attitude of teachers and students to English teaching is more comprehensive than previous studies, which is conducive to the study of this education.
      5.2Implications of the study
      The main research results have certain teaching significance for English teaching in rural primary schools:
      Firstly, CALL is applied to English teaching in rural primary schools. This method enables students to develop the ability to learn cooperatively. This is completely different from the traditional method, English teaching is isolated. From this point of view, this advanced teaching method is very helpful to students' English learning.
      Secondly, teachers should recognize the importance of English learning strategies and attach importance to the training of English learning strategies. Based on Tsai (2015), CALL is a necessary condition for students to improve their English learning ability. From the results of the fourth chapter, it can be seen that many students do not have a thorough understanding of English learning strategies. Therefore, teachers should help students learn how to use English learning strategies and design relevant training activities.
      Finally, the results show that CALL based English teaching does not mean that teachers are useless. On the contrary, teachers are more important. On the one hand, teachers still play an important role in organizing classroom activities. In other words, teachers should have the skills to use computers and multimedia. A good courseware designed by teachers can stimulate students' interest in learning. Teachers should make full use of multimedia technology to guide students to study effectively.
      5.3Limitations of the study
      Although this study has obtained so many research results and provided some enlightenment for English teaching practice, it is still necessary to pay attention to the limitations of this study. On the one hand, the sample is not large enough, only 158 students. The subjects were from one grade of the same primary school and could not represent all pupils. Due to the limited experimental time, the results of questionnaire survey and test are not reliable enough. On the other hand, the research tools used in this study are very limited. It is difficult to use English learning strategy to test the effect because the process of English learning strategy is invisible. Although two tools were used in this study, more tools were needed to fill the gaps, such as classroom observations and journals, to make the findings more convincing. In addition, students' psychological factors also have an impact on the results of the questionnaire. For example, students tend to choose a positive answer in the questionnaire. Although there are some practical limitations, this study proves the effectiveness of CALL in English teaching. The significance of this study is expected to help teaching methods.
      5.4Suggestions for the further study
      This study verifies the positive effect of CALL on English learning in rural primary school students. According to the research results, significance and research limitations, suggestions for future research work. First, the sample size must be expanded. If more students participate in the experiment, the results of questionnaires and tests will be more abundant and effective, and the results of the experiment will be more representative. Secondly, students' responses to the questionnaire will be influenced by some psychological and emotional factors. Therefore, it is recommended that future research should use more research tools, such as journals and classroom observations, as well as different tools to improve the effectiveness of research findings. Finally, future research should focus on the impact of CALL on different levels of students. In addition, the issue of the emotional impact of CALL on student interest and anxiety is also worth studying. To sum up, expanding the size of the sample and diversifying the research tools are the better choice for researchers. There are many other issues that require further study.
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