The Effect of Computer-Assisted Whole Language Instruction on Taiwanese University Students’ English Learning

Abstract

The purposes of this study are: (1) to investigate students' perceptions of computer-assisted whole language instruction; (2) to examine the effectiveness of whole language instruction on students' reading improvement; and (3) to determine the difference between basic-level and advanced-level students' improvement in reading skills. A total of 212 freshmen (98 low level and 114 high level students) were quasi-randomly selected as the participants of the survey study. Instruments included a questionnaire and the English Entrance Examination. The results of the study indicate most students evaluated the instruction positively. While the significant difference in the gain scores of the t-test reveals that integrated instruction is effective in improving students' reading ability (p=0.00), basic-level students had much greater improvement than advanced-level level students, whose scores even showed slight regression. Keywords:Computer-assisted, Whole language instruction, Reading improvement, Basic-level, Advanced-level IntroductionAccording to a study investigating changes in Tunghai University students' English language ability from 1998 to (Chen, 2005, there has been a decline in English grammar and reading ability. Although students' overall listening ability improved in the seven year study, their intermediate listening skills fell again after 2003. From the perspective of inferential statistics, this case study's findings cannot be applied to all university students in Taiwan; however, they do suggest that Taiwanese university students' English ability is getting worse.Among the many studies exploring the reasons for Taiwanese university students' poor English ability, some researchers (e.g. Liou, 2008) claimed that students spent too little time reading, they lacked opportunities for using English outside class, and their linguistic knowledge (phonemic rules, syntactic rules, and vocabulary) was limited.Traditionally, Taiwanese university teachers adopt a discrete-skills approach in their teaching. They offer courses such as Freshman Reading, and Sophomore Listening and Speaking. Many teachers believe that students need to have adequate linguistic knowledge and knowledge of text structures before they acquire listening and speaking competence. Therefore, they often emphasize analyzing the roots of words and memorizing vocabulary items instead of learning for authentic communication.Reports of the Educational Testing Service (2007) revealed that Taiwanese university students' English language skills in terms of reading, writing, speaking and listening are all disappointing. Obviously, teachers need to consider other methodologies such as the whole language approach in their teaching.Proponents of the whole language approach (e.g. Doake, 1994;Dudley-Marling, 1995;Freeman & Freeman, 1994;Newman & Church, 1990) stress that human language learning starts from the whole (e.g. reading comprehension) to the parts (e.g. grammar, spelling, vocabulary, and pronunciation). They also advocate that the four skills ...

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