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CALL and traditional Instructions for Chinese Beginners: a Quantitative Research

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Abstract:

This research project aimed to investigate learning differences between two groups of Chinese beginners with CALL and traditional learning. Two different classroom instructions were described. The learning outcomes of the two comparison groups were analyzed and interpreted, and concerns regarding using technologies in a classroom were also presented.

Most Common Document Word Stems:

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Association:
Name: ACTFL Annual Convention and World Languages Expo
URL:
http://www.actfl.org


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URL: http://citation.allacademic.com/meta/p305604_index.html
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MLA Citation:

Wang, Daliang. "CALL and traditional Instructions for Chinese Beginners: a Quantitative Research" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, San Diego Convention Center, San Diego, CA, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p305604_index.html>

APA Citation:

Wang, D. , 2009-11-19 "CALL and traditional Instructions for Chinese Beginners: a Quantitative Research" Paper presented at the annual meeting of the ACTFL Annual Convention and World Languages Expo, San Diego Convention Center, San Diego, CA Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p305604_index.html

Publication Type: CLTA Paper
Review Method: Peer Reviewed
Abstract: This research project aimed to investigate learning differences between two groups of Chinese beginners with CALL and traditional learning. Two different classroom instructions were described. The learning outcomes of the two comparison groups were analyzed and interpreted, and concerns regarding using technologies in a classroom were also presented.


Similar Titles:
Increasing Teaching Effectiveness and Student Learning: The Classroom Learning Event

Meta-Analysis of the Effects of Traditional Versus Web-Assisted Instruction on Learning and Student Satisfaction

GROUP 1. Where does learning live? Comparing the effects of computer-based learning for individuals, classrooms, and communities


 
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