本研究將英語學習網站(Randall's ESL Cyber Listening Lab)上以主題分類且可免費練習的聽力測驗，整合至英語聽講課，做為課後的輔助教材。研究主要目的在調查聽力程度不同的學生，對課後使用網站輔助聽力學習的態度及參與其中情意上的感受是否有顯著的差異。此外，網站輔助聽力學習的優點、缺點、可能面臨的困難及解決之道，文中也做了深入的探討。
本研究以淡江大學162位大一新生為研究對象。根據中級全民英檢聽力部分的成績，學生被分為高、中、低三組程度不同的團體。研究期間，學生自行在網站上做完練習後，須撰寫學習單和組員錄音並參與課堂測驗。問卷和訪談是收集研究資料主要的工具。研究結果顯示，程度不同的學生對網站本身、以本網站輔助聽力學習及參與其中情意上的感受，態度上並無顯著的差異。此外，不論程度為何，學生對課後使用網站輔助聽力學習大多抱持正面及肯定的態度。本研究的結果可提供英文教師們一個有效整合英語網站至聽力教學上的參考。

This study aimed at integrating topic-based listening exercises offered on Randall's ESL Cyber Listening Lab, a free English learning website, into a listening drills class as supplementary materials after class.  The purpose of this study was to investigate the differences, if any, among students of different listening proficiency levels in their perception of website-enhanced listening learning (WELL) after class and other affective factors in WELL after class.  Besides, some strengths, weaknesses, potential difficulties, and possible solutions of WELL after class were also examined in the study.
One hundred and sixty-two freshmen at Tamkang University were classified into three groups (high, middle, and low proficiency level) according to the scores they got in the listening part of the intermediate level of GEPT.  They were required to fill in worksheets, tape-record script with a partner after class, and take in-class quizzes related to what they had practiced on the website during the course of the study.  The questionnaires and interviews were the main instruments research data were collected.
Results of this study showed that there were no significant differences in the attitude toward the website, WELL after class, and some affective factors among different levels of subjects.  Moreover, regardless of proficiency levels, students had positive attitude toward WELL after class.  To conclude, this study may offer English teachers a model of effectively incorporating English learning websites in their instruction of listening comprehension.

CHINESE ABSTRACT i                                

ENGLISH ABSTRACT ii

ACKNOWLEDGEMENTS iv

TABLE OF CONTENTS v

LIST OF TABLES viii                                                 


CHAPTER ONE: INTRODUCTION
Research Background 1
Purpose of the Study3
Research Questions5
Significance of the Study7
Definition of the Term 8

CHAPTER TWO: REVIEW OF THE LITERATURE
English Listening Education 9
Technological Advancement and Listening Learning14
The impact of technology on listening learning14
Technological applications to listening learning14
The benefits of technology to listening learning15
The Design of a Technology-Enhanced Listening Program20
Listening program based on a six-phase model 20
Guidelines on technology-enhanced listening learning 21
Changing roles for teachers and learners24
Potential challenges26
Rationale for Conducting the Study27
Limited listening learning27
Criteria for website evaluation28
English proficiency and language learning29
The relationship between English proficiency and learners’ attitude31



CHAPTER THREE: METHODOLOGY
Design of the Study34
Subjects37
Instruments39
Teaching Materials43
Procedures49
Data Analysis51

CHAPTER FOUR: RESULTS AND FINDINGS
The Results of the Questionnaire 53
Students’ background information 54
Students’ responses to the Randall’s website, using WELL after class, 
and several affective factors 56
Answers to Research Questions 62
   Answer to research question1 62
Answer to research question2 64
   Answer to research question3 68
   Answer to research question4 72
      Answer to research question5 78

CHAPTER FIVE: DISCUSSION, CONCLUSIONS, AND IMPLICATIONS
Summary of the Study 81
Discussion 82
Randall’s website, WELL, and affective factors 82
Suggestions and comments on Randall’s website and WELL 85
Limitations of the Study 87
Pedagogical Implications 88
Suggestions for Further Research 89

REFERENCES 91
APPENDIX A Questionnaire (Chinese Version) 96
APPENDIX B Questionnaire (English Version) 101
APPENDIX C Interview Questions 107
APPENDIX D Learning Tips 108
APPENDIX E Listening Worksheet 111
APPENDIX F One-way ANOVA of Students’ Attitude toward the Randall’s Website by Proficiency Level 113
APPENDIX G One-way ANOVA of Students’ Attitude toward Using WELL after Class by Proficiency Level 114
APPENDIX H One-way ANOVA of Students’ Attitude toward Several Affective Factors by Proficiency Level 116
APPENDIX I WWW Cyberguide Ratings For Content Evaluation 118
APPENDIX J WWW Cyberguide Ratings For Web Site Design 119 
APPENDIX K Intermediate-Level General English Proficiency Test (GEPT)120

LIST OF TABLES
Tables in the Text

Table 2-1 Problems Related to Different Phases of Listening Comprehension11
Table 3-1 The Distribution of Proficiency Levels 38
Table 3-2 The Modified Distribution of Proficiency Levels 39
Table 3-3 Outline of the Questionnaire 41
Table 3-4 The Schedule of Website-Enhanced Listening Learning 44
Table 3-5 Weekly Assignments on the Randall’s Website47
Table 4-1 Students’ Background Information55
Table 4-2 Students’ Responses to the Randall’s Website, Using WELL after Class, and Several Affective Factors 57

Tables in the Appendix

Table 4-4 One-way ANOVA of Students’ Attitude toward the Randall’s Website by Proficiency Level 113
Table 4-5 One-way ANOVA of Students’ Attitude toward the Contents of Randall’s Website by Proficiency Level 113
Table 4-6 One-way ANOVA of Students’ Attitude toward the Function & Overall Design of Randall’s Website by Proficiency Level 113
Table 4-7 One-way ANOVA of Students’ Attitude toward Using WELL after Class by Proficiency Level 114
Table 4-8 One-way ANOVA of Students’ Attitude toward How WELL is Integrated into the Curriculum of Language Drills by Proficiency Level 114
Table 4-9 One-way ANOVA of Students’ Attitude toward the Roles Played by the Teacher in WELL by Proficiency Level 114
Table 4-10 One-way ANOVA of Students’ Attitude toward How WELL Facilitates the Practice of Listening Skills by Proficiency Level 115
Table 4-11 One-way ANOVA of Students’ Attitude toward How Performance of Listening Skills on the Website Was Assessed by Proficiency Level 115
Table 4-12 One-way ANOVA of Students’ Affective Factors in WELL after Class by Proficiency Level 116
Table 4-13 One-way ANOVA of Students’ Motivation to Do WELL after Class by Proficiency Level 116
Table 4-14 One-way ANOVA of Students’ Degree of Anxiety in WELL after Class by Proficiency Level 116
Table 4-15 One-way ANOVA of Students’ Confidence to Listen to Native English Speakers Speaking in WELL after Class by Proficiency Level 117
Table 4-16 One-way ANOVA of Students’ Willingness to Use WELL in the Future by Proficiency Level 117

Adair-Hauck, B., Willingham-McLain, L., & Youngs, B. E. (2000). Evaluating the integration of technology and second language learning. CALICO Journal, 17 (2), 269-306. 
Brett, P. A. (1995). Multimedia for listening comprehension: The design of a multimedia-based resource for developing listening skills. System, 23(1), 77- 86.
Brett, P. A. (1997). A comparative study of the effects of the use of multimedia on listening comprehension. System, 25(1), 39 -54. 
Chen, M. F. (2003). The role of motivation on EFL students' listening comprehension in Taiwan. Master’s thesis: National Kaohsiung Normal University.

Chen, H. J. (1998). Interactive listening comprehension practice via the internet-NTOU virtual language lab. Proceedings of the Second International Conference on Multimedia Language Education, 70-82. Taipei: Crane Publishing Company. 

Chen, J., & Chan, L. H. (2001). The study of English teaching via multimedia assisted instruction in junior college. Bulletin on Hungkuang Institute of Technology, 37, 47-52.

Chen, H. J., & Wan, L. K. (1997). Introduction to listening resources on the Internet for EFL learners. Proceedings of the First International Conference on Multimedia Language Education, 218-226. Taipei: Crane Publishing Company.

Chen, Y. J. (1998). Incorporating a networked multimedia language lab resources and solutions. Proceedings of the Second International Conference on Multimedia Language Education, 52-61. Taipei: Crane Publishing Company. 

Chiau, D. L. (2000). Using the computer language instruction model to enhance English skills of the students at the Chinese air force academy. Master’s thesis: National Kaohsiung Normal University.

Chou, C. T. (1996). EFL learning and teaching in the era of InterNet. Research and Computer Information, 3, 53-66.
Goh, C. C. M. (2000). A cognitive perspective on language learners' listening, System, 28, 55-75. 
Goh, Y. S., Ng, A. S., Raja, M. R. B., & Wan, A. W. M. (2004). Technology and foreign language learning: Student perceptions on the feasibility of using WBI (web-based instruction) to supplement the on-campus foreign language courses in UiTM. Proceedings of the First International Online Conference on Second and Foreign Language Teaching and Research, 147-160. United States.

Healey, D. (1999). Classroom practice: Communicative skill-building tasks in CALL environments. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 116–136). Alexandria, VA: TESOL.

Hooke, G. (1996). Real English authoring multimedia listening comprehension exercises for English language students: An analysis of the pedagogical values, scope and limitations of a computer assisted language learning authoring program. Unpublished master’s thesis, University of Monash.

Hoshi, M. (2002). Practices, beliefs and perceptions of Japanese EFL self-access learners toward Internet-based language learning. CALL-EJ Online, 4(1), 1-13. Retrieved August 10, 2002, from the World Wide Web: http://www.clec.ritsumei.ac.jp/english/callejonline/7-1/hoshi.html
Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology, 3-1, 88-103. Retrieved March 23, 2005, from the World Wide Web: http://llt.msu.edu/vol3num1/hoven/index.html
Hsin, A. (1999). Web-assisted course teaching design: An English listening training course. The Proceedings of the Third International Conference on Multimedia Language Education, 57-68. Taipei: Crane Publishing Company.

Huang, Y. F. (2003). A study of high school English teachers behavior, concern, cognition, and other factors of integrating information technology into English instruction. Master’s thesis: National Sun Yat-Sen University.
Jakobsdottir, S., & Hooper, S. (1994). Computer-assisted foreign language learning: Effects of text, context, and gender on listening comprehension and motivation. ETRD, 43(4), 43-59. 
Joiner. E. (1997). Teaching listening: How technology can help. In M. Bush & R. Terry (Eds.), Technology-enhanced language learning (pp. 77-120). Lincolnwood, IL: National Textbook Company. 
Lee, K. W. (2002). English teachers’ barriers to the use of computer-assisted language learning. The Internet TESL Journal, 6(12), 1-6. Retrieved March 24, 2005, from the World Wide Web: http://iteslj.org/Articles/Lee-CALLbarriers.html
Lin, A. (2003). An initial study on EFL learners' attitudes towards multimedia application in language learning. IATEFL Poland Computer SIG Journal, 3(2). Retrieved March 24, 2005, from the World Wide Web: http://www.iatefl.org.pl/call/j_article13.htm#article

Lin, N. T. (2002). Motivation and attitude toward integrated instruction through technology in college-level EFL reading and writing in Taiwan (China). Doctoral dissertation, University of Pittsburgh.

Lin, T. M. (2001). The research of developing quality evaluation criteria of kids learning websites. Master’s thesis: National University of Tainan. 

Lin, Y. J. (2003). A case study on the effects of applying authentic materials as listening comprehension supplements for senior high school students. Master’s thesis: National Chengchi University. 

Liou, H. C. (1998). The impact of use of world wide web on EFL college learning. Proceedings of the National Science Council (Part C), 9(1), 1-14. Taipei: Crane. 
Liou, H. C. (2000). Conceptualization and implementation of an English learning Web site that bridges theories and practices. Proceedings of the 4th International Conference on Multimedia Language Education, 40-52. 
Lu, K. Y., & Liou, H. C. (2004). Effects of email exchanges on EFL senior high school students’ English writing. English Teaching & Learning, 28(4), 95-119.
McLachlan, K. (2002). WWW CyberGuide Ratings for Content Evaluation. Retrieved May 14, 2005, from the World Wide Web: http://www.cyberbee.com/content.pdf
McLachlan, K. (2002). WWW CyberGuide Ratings for Web Site Design. Retrieved May 14, 2005, from the World Wide Web: http://www.cyberbee.com/design.pdf
Murray, G. (1999). Autonomy and language learning in a simulated environment. System, 27, 295-308.
Nagata, N. (1993). Intelligent computer feedback for second language instruction. The Modern Language Journal, 77(3), 330-339.

Paul, D. (2004). Successful Internet lessons in the ELT classroom. Onestop Magazine. Retrieved February 6, 2005, from the World Wide Web: http://www.onestopenglish.com/news/magazine/archive/lessons.htm

Rinswat, P. (1996). A comparison between Thai student attitudes toward English as a foreign language and their English proficiency at four public (state) universities in Bangkok, Thailand. Doctoral dissertation, University of Southern California.

Schoepp, K., & Erogul, M. (2001). Turkish EFL student's utilization of information technology outside of the classroom. TEFL Web Journal, 1(1), 1-9. Retrieved March 24, 2005, from the World Wide Web: http://www.teflweb-j.org/v1n1/schoepp_erogul.html 
Singhal, M. (1997). The Internet and foreign language education: Benefits and challenges. The Internet TESL Journal, 3(6), Retrieved March 7, 2004, from the World Wide Web: http://iteslj.org/Articles/Singhal-Internet.html
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6(1), 165-180. Retrieved January 17, 2005, from the World Wide Web: http://llt.msu.edu/vol6num1/STEPPGREANY/default.html
Sun, Y. C. (2000). Conceptual framework of multimedia English course design and portfolio assessment: A view from inside. Proceedings of the Seventeenth Conference on English Teaching and Learning in the Republic of China, 473-485. Taipei: Crane.
Thanajaro, M. (2000). Using authentic materials to develop listening comprehension in the English as a second language classroom. Doctoral dissertation, Virginia Polytechnic Institute and State University.
Tung, H. K. (2003). A study on the critical factors of the performance of e-learning application on education from the learning theory perspective. Master’s thesis: Ming Chuan University.

Vilmi, R. (1999). CALL issues: Language learning over distance. In J. Egbert & E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues (pp. 427–441). Alexandria, VA: TESOL.
Wang, H., Liou, H. C., Yeh, Y. L., Lin, Y. H., & Ma, H. N. (1996). Intelligent CALL for EFL writing courseware development and evaluation. Selected Papers from The Ninth Conference on English Teaching and Learning in the Republic of China, 443-462. Taipei: Crane.
Warschauer, M., & Whittaker, F. (1997). The Internet for English teaching: Guidelines for teachers. TESL Reporter, 30(1), 27-33.
Wei, C. L. (2001). Applications of networked computers to TEFL. English Teaching & Learning, 25(3), 55-63.
Weinberg, A. (2002). Virtual misadventures: Technical problems and student satisfaction when implementing multimedia in an advanced French listening comprehension course. CALICO Journal, 19 (2), 331-357. 
Yeh, D. C. (2002). Evaluation of computer-assisted teaching interactive multimedia CD-ROMs of English learning-an example of Far East English reader for senior high schools. Master’s thesis: National Taiwan Normal University.