Applying GRA in the Evaluation of Blended Learning Reading Comprehension

The purpose of this paper was to evaluate the effectiveness of integrating computer assisted learning (CALL) on college freshmen's English reading comprehension development. High-proficiency and low-proficiency and two groups of college freshmen from Chienkuo Technology University were used in the study. Each group comprised 50 students (100 in all, 50 males and 50 females), and was conducted for 18 weeks. A pre-test was administrated at the beginning of the study and a post-test immediately after its completion. The study evaluated student performance using scores on individual semester tests (pre-test and post-test). In addition, a questionnaire was developed to assist in the study. The research method applied Grey Relational Analysis to analyze the assembled data and decide on an effectiveness rating. The major findings of the study were: Where students used computer-assisted learning in reading proficiency building their test results was generally better. Low-proficiency students benefit more from CALL blended learning than high-proficiency students. All students develop better reading comprehension proficiency, broader vocabulary volume and more relaxed learning atmosphere. Looking at gender, female students benefitted more than male students. The study also came up with some suggestions for further research in the future.

並列關鍵字

CALL ； Blended learning ； Grey relational analysis

國際替代計量

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