The Effects of Web-Based Learning on EFL Learners’ Refusal Speech Act Performance, Strategy Use and Learning Motivation

• Main Authors: Ting-Yun Cheng, 程婷筠
• Other Authors: Shu-Chu Chen
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/44588309038754651587

碩士 === 國立雲林科技大學 === 應用外語系碩士班 === 102 === The purpose of the current study was to investigate the effect of web-based learning on EFL university students’ production of refusal speech act sets, motivation and their perception of the speech act strategy use. Sixty-six freshmen from two classes in a university of science and technology in central Taiwan were assigned into an experimental group or a control group. The experimental group received the web-based learning instruction for 3 weeks while the control group received regular instruction. The questionnaire of discourse completion test (DCT), mini-attitude/motivation test battery (mini-AMTB) and speech act inventory were applied in order to collect the data. After the instruction, the results demonstrated that the experimental group outperformed the control group and revealed a significant progress on the posttests of refusal strategy use. Further, the experimental group had positive motivation toward learning refusals. However, the results of the speech act inventory showed non-significant differences between two groups. In conclusion, web-based learning had a positive effect on refusal strategy learning and motivation. Finally, pedagogical implications and suggestions were offered for learners and teachers.