Computer Assisted Instruction and Digital Learning Resources through the Lens of Chinese University English Learners

Abstract

Aims: This paper examines Chinese university EFL learners’ perceptions of utilizing computer assisted instruction (CAI) in their language learning as well as digital learning resources to develop their English language and cultural knowledge in a new learning environment. Methodology: A total of 3,018 undergraduates (1,700 male and1,318 female students) across China completed the online questionnaire anonymously. Results and Conclusion: The online questionnaire data showed that the great majority of Chinese university EFL learners had positive attitudes towards CAI and digital learning resources, English language learning (ELL) websites in particular. A common perception was that these learning platforms could assist them in acquiring language knowledge and becoming competent language users. The empirical evidence of this study has indicated that the diverse learner-centered and pedagogically-oriented resources provided by the ELL websites have been effective in facilitating learners of various language proficiencies to achieve their learning goals. The findings of the study have also highlighted that CAI and digital learning resources, especially the ELL websites, are helpful to learners’ language learning, and are increasingly applied in EFL classrooms in China. Original Research Article British Journal of Education, Society & Behavioural Science 4(6): 844-856, 2014 845