STUDENTS’ PERCEPTIONS OF THEIR ICT-BASED COLLEGE ENGLISH COURSE IN CHINA: A CASE STUDY
STUDENTS’ PERCEPTIONS OF THEIR ICT-BASED COLLEGE ENGLISH COURSE IN CHINA: A CASE STUDY

Summary/Abstract: Communication Technology (ICT)-based College English Course (CEC) in China. The research used a five-point Likert-scale questionnaire based on Simsek (2008). A factor analysis confirmed the construct validity of the questionnaire and 6 factors were delineated. 200 non-English majors who responded mentioned that ICT was well integrated into the CEC. They reported that the ICT-based CEC gave them a good environment for independent learning and they were more motivated to learn English as they had more opportunities to communicate, interact and cooperate with other students in English using authentic language in a variety of contexts. They found learning was more effective compared to the traditional learning environment; it provided freer learning environment, less restricted communication, more time flexibility and more self-scheduled study plan ensuring learner-centeredness and learning autonomy.

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