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Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language

Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language

Guofang Li, Xiaopeng Ni
Copyright: © 2013 |Volume: 3 |Issue: 1 |Pages: 17
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466631199|DOI: 10.4018/ijcallt.2013010103
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MLA

Li, Guofang, and Xiaopeng Ni. "Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language." IJCALLT vol.3, no.1 2013: pp.33-49. http://doi.org/10.4018/ijcallt.2013010103

APA

Li, G. & Ni, X. (2013). Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 3(1), 33-49. http://doi.org/10.4018/ijcallt.2013010103

Chicago

Li, Guofang, and Xiaopeng Ni. "Effects of a Technology-Enriched, Task-Based Language Teaching Curriculum on Chinese Elementary Students’ Achievement in English as a Foreign Language," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 3, no.1: 33-49. http://doi.org/10.4018/ijcallt.2013010103

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Abstract

Despite the great potential technologies bring to TBLT, few studies have examined the effects of technology-enhanced TBLT curriculum on students’ language development, especially among young learners. This paper addresses this need by reporting the impact of a technology-enhanced TBLT curriculum on Chinese elementary students’ English as a Foreign Language (EFL) learning using a Non-equivalent Groups Design. A total of 471 fourth grade students from 4 low-SES schools outside Beijing participated in the study. Students’ growth in their English achievement was assessed using pre and post-tests before and after the intervention. A descriptive analysis was first conducted after completion of data collection, and then a t-test was conducted to determine the effect of the intervention. Results indicate that students who received the intervention progressed much more quickly in overall language proficiency than those who did not receive the treatment. The study points to the great potential of implementing comprehensive technology-enhanced TBLT at the curricular level.

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