Use of Interactive Web-Based Exercises for English as a Foreign Language Learning: Learners' Perceptions.

The study investigated the learner perceptions of a CALL component in a blended language learning context. 52 Taiwanese college stu dents attended instructional classroom sessions and did weekly online assignment s in the form of interactive webbased exercises over one semester. Their learning p erformance was measured by means of two computer-based language assessments at the m id-point and final part of the semester. Learners’ perceptions of the interactive web-based exercises were elicited by a computerized survey conducted at the end of the sem e ter. The results reported on the survey revealed that participants perceived the int ractive web-based exercises as interesting but only modestly so. This was probably attributable to the difficulty level of the created exercises and a lack of diverse exercis e formats. Even so, having easy access, receiving immediate feedback, allowing mult iple attempts, and enabling selfpaced learning were mentioned as benefits of the co nstructed exercises. More importantly, most participants reported the effecti veness of these exercises in improving their reading comprehension and vocabulary leaning. This confirmed language assessment results that demonstrated significant ga i s in reading comprehension and vocabulary knowledge. Implications include suggesti ons for language teachers and program developers for improving the way web-based learning activities are created and implemented.

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