A Study On Effects Of Project-based CALL On Chinese EFL Learners

In China, where the learning of English is conducted in an EFL context that restricts opportunities for natural language acquisition, the classroom environment plays a key role. However, many years of unsatisfactory learning outcomes indicate that much needs to be done to overcome the limitations of the prevailing pedagogy and optimize learning conditions. It is well documented that project-based CALL has great potential to improve the language learning environment.Research suggests that Project-based CALL may enhance ESL learners' motivation, improve their learning performance and initiate their active roles in learning (e.g. Debski, 2000; Levy, 1997; Warschauer, 1996). This thesis addresses the question of whether such CALL projects can achieve similar effects in a Chinese EFL context. A study of a cross-cultural collaborative online writing project conducted in the fall semester of 2005 forms the basis of discussion. 20 Chinese students at Beijing Institute of Graphic Communication (BIGC) and 20 Australian students at the Victoria University participated in the project. Supported by qualitative data, the author concludes that CALL projects do have potential in motivating Chinese EFL learners bringing about positive learning effects in many ways.